Lesson Plan: Science Grade IV

School: SILANGANAN E/S Grade: IV-

Teacher: MIRAFLOR G. LEGASPI Subject: Science 4
Second
OCTOBER 9, 2019
Date: Quarter:

I. OBJECTIVES
A.Content Standards: The learners demonstrate an understanding of how the major internal
organs, such as the brain, heart, lungs, liver, stomach, intestines, kidneys, bones, and muscles
keep the body healthy.
B.Performance Standards: The learners should be able to identify the parts of the kidney and
describe its main function.
C.Learning Competencies/ Objectives
Write the LC code for each: Objectives:
The Grade 4 learners should be able to:
1.Define the meaning of kidney;
2.Identify the major parts of the kidney;
3.describe the structure and main function of the kidneys to the human body. S4LT-IIa-b-
1.1.1.b.1

II.SUBJECT MATTER: MAJOR ORGANS OF THE BODY: Kidney

III. LEARNING RESOURCES:
A. Materials: Video Presentation and powerpoint Manila paper. Pentel pen diagram of human
kidney, Carolina colored paper
B. Reference: Science 4, LM page 78-79 TG page 84-87
C. Process Skills: Observing , describing, Identifying and manipulating, communicating,
observing, inferring,
D. Values Integration: Proper Care of the body , cleanliness, keeping the environment and school
premises clean. Practice the 5R’s of Waste Management.
E. Integration:
English: Constructing a sentences and paragraphs. Communication.
Values: Advocate environmental activism.

IV.PROCEDURE
A. Preparatory Activities
1. Health Inspection
2. Weather Report
3. Science News
B. Developmenal Activities
A. Review/Elicit:
Based on our previous lesson how are you going to take care of our stomach and intestine?
Why do you need to take care of our stomach and intestine?
B. ENGAGE:
Start the lesson by asking this questions
a. How often do you urinate in a day?
b. Have you asked yourself where urine comes from?
c. What organs in our body produce urine?
a.Let the pupils unlock the difficult words first
 Urine - nephron
 Uterus - filter
 Ureter
 b.Make a KWL chart and let the pupils answer the K and W.
K W L
(What to know) (What do you want ( What have you learned)
to know

Watching Video Presentation –Kidney

What is the video all about
Allow them to share their answer.
C. EXPLORE:
Activity
Objective: At the end of this activity, the pupils should be able to
 identify the parts of the kidney to the human body
 describe a main function of the kidney to the human body
 Place the exact exact location of kidney in the human body using the life size model of human body or
(Human Torso)

Materials:
Manila paper cartolina strips
Pentel pen colored paper
Diagram of human kidney

Procedure:
1.Group the pupils into three.
 Group 1- Identify the parts of the kidney through labelling on cartolina strips.
 Group 2- Let the pupils make a sentence out of the words given to describe the function of the
kidney.
 Group 3- Draw the kidney and place it the exact location in the body.

2. Recall the standards in performing activity.

3.Set norms in performing the activities
4.Prepare the necessary materials needed in the activity.
5.Distribute the materials for each group.
6.Perform the activity based on the assigned task given by the teacher.
7.Supervise the pupils while performing the activity.

Giving feedbacks
Teacher will further discuss the lesson.
Group reporting and presentation of data.
The teacher clarifies misconception when needed
Allow the pupils to share their answer and results of the activity

D. EXPLAIN:
Pupils will present their output in the activity and let them report about it.
Describe the function of the activity?
What makes our right kidney slightly lower than left kidney?
What is the filtering unit of kidney?
What are the function of kidney?
Explain your answer.
Why it is important to have a proper care of our body?
And to have a clean and keep our environment and school premises clean? And practice the 5R’s of
Waste Management? Explain your answer.
Answering the KWL.
 R UB R I C F OR GR OUP ACT I VI T Y
B E G IN N E R AC C E P TAB LE P R O F IC IE N T
C R ITE R IA
1 3 5

Members do not
Members occasionally Members always
Process Skills demonstrate
demonstrate targeted demonstrate targeted
targeted process
process skills process skills
skills
Members do not Members finish ahead
Members finish on time
Time Management finish on time with of time with complete
with incomplete data.
incomplete data. data.
Members do not know
Members have defined Members are on tasks
Cooperation and their tasks and have
responsibilities most of and have defined
Teamwork no defined
the time. Group responsibilities at all
responsibilities.
conflicts are times. Group conflicts
Group conflicts have
cooperatively managed are cooperatively
to be settled by their
most of the time. managed at all times.
teacher.

E. ELABORATE:
Make a list of foods to be included in your diet to avoid acquiring kidney ailments.

F.EXTEND:
a. Why do we need to urinate every day?
b. How are you going to take care of your kidneys?
c. If you have only one kidney, how does it affect your health?
G.EVALUATE:
Direction: Choose the letter of the best answer.

_______1. The liquid waste of that comes out in our body is called ________.
A.Urea B. Nephron C. Bladder
_______2. The tube that allows the urine to pass outside the body is known as __
A.Uretra B. Urea C.Bladder
_______3. It is a bean- shaped paired organs located below the ribs towards the middle at the back.
A.Kidny B.Urethra C. Urine
_______4. The kidneys remove urea from the blood through tiny filtering units called ___________.
A.Nephron B. Urea C. Bladder
_______ 5. The triangle- shaped, hollow organ located in the lower abdomen is known as ________.
A.Bladder B. Urea C. Bladder
G.EXTEND:
d. Why do we need to urinate every day?
e. How are you going to take care of your kidneys?
f. If you have only one kidney, how does it affect your health?

V.Assignment:
Draw an illustration of human Kidney and list atleast 5 diseases and disorders of kidneys.
FORMATIVE RESULTS
5X
4X
3
2X
1X
0X

MRS. MIRAFLOR G. LEGASPI

Submitted by

MRS.MARITES F. TIBO-OC
Master Teacher 1

MRS.MARILYN M.LAURENO
Principal IV
 Lesson Plan: Science Grade IV

School: SILANGANAN E/S Grade: IV

Teacher: MIRAFLOR G. LEGASPI Subject: Science 4
Third Quarter
Date: Quarter:

I. OBJECTIVES
A.Content Standards: The learners demonstrate an understanding of: forces that can change the shape, size or
movement of objects.
B.Performance Standards: The learners should be able to explain the effects of force
C.Learning Competencies/ Objectives
The Grade 4 learners should be able to explain the effects of force applied to an objects (S4FE-IIIa-1)
1.Describe the effects of force in the shape, size of solid materials
2.Relate how force is applied in the recycling process
3.Demonstrate the effects of force in the s shape, size of solid materials
II.SUBJECT MATTER: EFFECTS OF FORCE ON OBJECTS
1.1 Shape and size
III. LEARNING RESOURCES:
A. Materials: Charts, pictures, personal videos, project, Using ICT, Power Point Presentation
B. Reference: Science 4, LM page 171-172 TG page 215-216
C. Process Skills: Observing , describing, Identifying, manipulating, communicating.
D. Values Integration: Proper Care of the body
E. Integration:
English: Constructing a sentences and paragraphs. Communication.
Values: Advocate environmental activism.
MAPEH: Arts Activity : Paper Folding
IV.PROCEDURE
A. Preparatory Activities
1. Health Inspection
2. Weather Report
3. Science News
B. Developmenal Activities
A. Review/Elicit:
a. Attendance Checking
b. Science Trivia: Canned Video
Based in the video what is force?
What are some activities that require force?
B. ENGAGE:
Start the lesson by:
a. Show a piece of paper
What type of matter is this?
Where do we usually use a band paper?
What are the different things that we do to this piece of paper in school?
b. Let the children demonstrate their answer
Is there a force exerted when we use paper for wrapping? Etc…
c. Motivate Question: What are the effects of force in solid materials?

C. EXPLORE:

What are the effects of force on the shape of an objects?

Objective: At the end of this activity, the pupils should be able to
1.Describe the effects of force in the shape, size of solid materials
2.Relate how force is applied in the recycling process
3.Demonstrate the effects of force in the s shape, size of solid materials

Materials:
Manila paper , stone, candle, foil, drinking straw, scissor
Pentel pen, colored paper Chewing gum, chocolate bar, plastic wrapper
Procedure:
1.Group the pupils into three.
Group 1-.Describe the effects of force in the shape, size of solid materials.
Group 2- Let the pupils relate how force is applied in the recycling process
Group 3- Demonstrate the effects of force in the s shape, size of solid materials
2. Recall the standards in performing activity.
3. Set norms in performing the activities
4. Prepare the necessary materials needed in the activity.
5. Distribute the materials for each group.
6. Observe the materials
7. Perform the activity based on the assigned task given by the teacher.
8. Supervise the pupils while performing the activity.
9. Complete the data by performing the following actions and describe whether it changes in sizes and shape
after force was applied by checking yes or no.

Materials Action Done Is there a change in size and

shape?
Yes No
Chocolate bar Pressing
Stone Compressing
Candle twisting
Foil Crumpling
Plastic wrapper streching

D. EXPLAIN:
Pupils will present their output in the activity and let them report about it.
Guided Questions:
1. What materials have you prepared for our activity?
2. How would you describe the size of the materials before force was applied on them?
3. How would you describe the size of the materials before force was applied on them?
4. Which materials became bigger? Smaller? Longer? Shorter?
5. What are the materials that change its size after force was applied? Ask the children to give more
examples.
6. What are the materials that change its shape after force was applied? Ask the children to give more
examples.
7. Is It possible that solid materials will change is size and shape a the same time after force was
applied?
8. Is it possible that there will be no change to solid materials after force was applied? Why?
9. What happened to solid materials after force was applied?
10. Explain your answer.

` ----Very Good… You did a great job… keep up the good work…..
E. ELABORATE:

Complete the concept map. What are the effects of force on solid materials?
Teacher will further discuss the effects of force applied to an objects
When force is applied to an object, the size and shape of an object may change

Effects of Force to Solid

Materials

Change in Change in Size Some solid

Shape materials did not
change at all

F.EVALUATE:
Direction: Write A. Change in size and shape , B. no change at all after force was applied.
_______1. Cutting a piece of cardboard
_______2. Folding a handkerchief
_______3. Pounding a biscuit
_______4. Stretching a plastic
_______ 5. Slicing a banana

G.EXTEND:
Do you know what origami is?
1.Origami is an art of paper folding.
The teacher will demonstrate how to, what happened with the paper as we fold it to create a butterfly.
---- Very Good… You did you great job…

2. Your uncle gave you a new pair of leather shoes that doesn’t fit you. What will happen if you will force
yourself to wear those shoes? Write your answer in your notebook

V. Assignment:
Give 10 examples/situations when the force applied changed the size and shape of an objects.
FORMATIVE RESULTS
5X
4X
3X
2X
1X
0X

MRS. MIRAFLOR G. LEGASPI

Submitted by

MRS.MARITES F. TIBO-OC
Master Teacher 1

MRS.MARILYN M.LAURENO
Principal IV
 School: SILANGANAN E/S Grade: IV
Teacher: MIRAFLOR G. LEGASPI Subject: Science 4
FOURTH
QUARTER
Date: Quarter:

Lesson Plan: Science Grade IV

I. OBJECTIVES
A.Content Standards: The Sun as the main source of heat and light on Earth
B.Performance Standards: The learners should be able to explain the sun’s heat and light on living things
in a creative way.
C.Learning Competencies/ Objectives
The Grade 4 learners should be able to describe the effects of the sun ;
1.Describe the beneficial effects of the sun’s heat and light
2. Participate cooperatively and actively during group activities
3.Appreciate the existence of sun’s heat and light S4ES-IVj-11

II.SUBJECT MATTER: Lesson 69: Effects of Sun’s Heat and Light

III. LEARNING RESOURCES:
A. Materials: Charts, pictures, personal videos, Power Point Presentation, strips of with sentences,
manila paper, glue, marker
B.Reference: Science 4 Curriculum Guide Science 4 TG, pp. 358–360 Science 4 LM, pp. 311-315
C. Process Skills: describing, participating, appreciating, analyzing
D.Values Integration: Appreciation of the value of sun’s heat and light
E.Integration:
English: Constructing a sentences and paragraphs. Communication.
Values: Environmental Friendly, Cleanliness
MAPEH: Health: Caring of Ones Health

IV.PROCEDURE
A. Preparatory Activities
1.Health Inspection
2.Weather Report
3.Science News
B.Developmenal Activities
1.Review/Elicit:
1. Attendance Checking
2. Science Trivia: Canned Video
Based in the video what is force?
What are some activities that require force?
2.ENGAGE:
Conduct a short review on the topic about the role of the sun in the water cycle
 Ask: What are the processes involved in the water cycle? What is the role of the sun in the
water cycle? The teacher will show a kid’s song about the sun. The song is entitled “Mr. Sun”
 The teacher will ask the following questions:
1.What is the song video all about?
2.What will happen if there would be no sun to give heat and light to the earth.

3. EXPLORE:
A. Enriching of vocabulary
 Beneficial-helpful
 Effect-result
 Benefit-help
 Recreation- activity that provides refreshment; play
 Activity 1:
 Activity: “Know My Benefits

The students will fill in the table with the correct pictures and its benefits to plants, animals and people.

Activity:
“Know My Benefits”

farming helps plants in making food drying clothes human‘s recreation

drying fish strengthens animal's immune system drying crops fishing

PEOPLE Benefits ANIMALS Benefit PLANTS Benefits

Procedure:
1.Group the pupils into three.
Group 1- People
Group 2- Animals
Group 3- Plants

2. Recall the standards in performing activity.

3. Set norms in performing the activities
4. Prepare the necessary materials needed in the activity.
5. Distribute the materials for each group.
6. Observe the materials
7. Perform the activity based on the assigned task given by the teacher.
8. Supervise the pupils while performing the activity.
9. Complete the data by performing the following actions

4. EXPLAIN:
Pupils will present their output in the activity and let them report about it.
Guided Questions:
1. Ask: What is the main source of heat and light?
2. What are the benefits that we can get from the sun’s heat and light?
3. What are the harmful effects of too much sun exposure? What activities that we can do with the
presence of sunlight?
4. Why is the sun important to living things?
5. What do you think would likely happen if there would be no sun to give heat and light to the earth?
6. Why is there a need to open our doors and windows widely?
Integration: MAPEH: Health: Caring of Ones Health
7. Why it is important to take could care of ourselves? Explain
` ----Very Good… You did a great job… keep up the good work…..
 5. ELABORATE:
The teacher will group the students into 4 and each group will be given a task. There will be
puzzle , reporting, poem making, drawing, and role playing about the sun’s effect on living things. The
activity is provided with a rubric.

R UB R I C F OR GR OUP ACT I VI T Y
B E G IN N E R AC C E P TAB L E P R O F IC IE N T
C R ITE R IA
1 3 5

Members do not
Members occasionally Members always
Process Skills demonstrate
demonstrate targeted demonstrate targeted
targeted process
process skills process skills
skills
Members do not Members finish ahead
Members finish on time
Time Management finish on time with of time with complete
with incomplete data.
incomplete data. data.
Members do not know
Members have defined Members are on tasks
Cooperation and their tasks and have
responsibilities most of and have defined
Teamwork no defined
the time. Group responsibilities at all
responsibilities.
conflicts are times. Group conflicts
Group conflicts have
cooperatively managed are cooperatively
to be settled by their
most of the time. managed at all times.
teacher.

6. EXPAND/ EXTEND:
Ask: What are the effects of sun’s heat and light? Without sun what would happen to people,
animals and plants

7.EVALUATE:

EVALUATION
Direction:
Describe the beneficial effects of sun’s heat and light to living things as
shown in the pictures. Choose the correct answer inside the box and write
it on the blank provided.

a. drying of crops b. drying of clothes c. strengthens animals’ immune system

d. human’s recreation e. drying fish f. helps plants in making food

1.
2.
3.

4. 5.
G.EXTEND:
Explain: Why do we need the heat and light from the sun?
List three (3) reasons why sun becomes harmful to living things.

V. Assignment:
Make a journal about what you have learned on the importance of the sun’s het and light.

I learned that____________________________________________________________
________________________________________________________________________

I realized that_____________________________________________________________
________________________________________________________________________

I promise that_____________________________________________________________
________________________________________________________________________

FORMATIVE RESULTS:

5X
4X
3X
2X
1X
0X

MRS. MIRAFLOR G. LEGASPI

Submitted by

MRS.MARITES F. TIBO-OC
Master Teacher 1

MRS.MARILYN M.LAURENO
Principal IV
 Lesson Plan: Science Grade IV
School: SILANGANAN E/S Grade: IV-
Teacher: MIRAFLOR G. LEGASPI Subject: Science 4
FOURTH
QUARTER
Date: Quarter:

I. OBJECTIVES
A.Content Standards: The learners demonstrates understanding of components of
weather using simple instruments
B.Performance Standards: The learners should be able to practice precautionary
measures in planning activities.
C.Learning Competencies: Identifying Safety precautions during Different Weather Conditions
1. Describe how shadows are formed.
2. Describe how shadows change in position and length at different times of the day.
3. Explain the changes in position and length of shadows in relation to the position of the sun.
S4ES-IVg-8

II. Subject Matter: Lesson 65: Identifying Safety precautions during Different Weather Conditions
A.Materials: Charts, , paper strips, pictures, Power Point Presentation
B.Reference: Science 4 LM 288-290pp. 327-329
C. Observing, inferring, comparing, constructing model
D.Values Integration: Cleanliness, keeping the environment and school premises clean.
E.Integration:
English: Constructing a sentences and paragraphs. Communication.
Values: Environmental Friendly, Cleanliness
MAPEH: Health: Caring of Ones Health

III.PROCEDURE
A.Preparatory Activities
1.Health Inspection
2.Weather Report
3.Science News
B.. Developmental Activities
1.Elicit/Review
Review the pupils on the previous lessons learned.
What are the harmful effects of the sun’s heat and light?
2. Engage:
Songs: The Sun Song
YOU ARE MY SUNSHINE
You are my sunshine
You are my sunshine
You make me happy when I am sad
You make me happy when I am lonely
You are my sun that shines everyday
What is the song all about?
3.EXPLORE:
Let’s find out the answer after performing this activity See TG p. 302
Procedure:
1. Group the pupils into 4 groups
Perform Do LM- Lesson 65 Activity 1- “How can You Be Safe
Group 1- Activity 1
You have a family outing to the beach. How can you protect your eyes from the glares of the sun?
Group 2- Activity 2
You will help your father in harvesting corn. What should you wear to protect from the intense
sunlight?
Group 3- Activity 3
You will go swimming with your friends this weekend. What should you do to avoid sunburn?
Group 4- Activity 4
You walk to and from school on a sunny day, what should you bring to yourself from the sun’s heat
and light during sunny days.
2. Recall the standards in performing activity.
3. Set norms in performing the activities
4. Prepare the necessary materials needed in the activity.
5. Distribute the materials for each group.
6. Observe the materials
7. Perform the activity based on the assigned task given by the teacher.
8. Supervise the pupils while performing the activity.
9. Complete the data by performing the following actions
10. Provide the groups with the improvised anemometer and wind vane.
11. Instruct them to take turns in tracing and measuring the length of their shadows at 9:00am. 12:00
noon and 3:00pm. Let pupils report their findings on the activity
12. Giving feedback.Teacher will further discuss the lesson. Answering the different guide questions in
the activity.
13.What are the things or activities that you are going to do during this kind of weather?
a.Sunny Day b.Rainy Day c Windy Day

4. EXPLAIN:
1. What should you wear to protect you from the intense heat of the sun?
2. When you go for an outing or swimming what should you wear to protect your eyes from the glares of
the sun?
3. What should you apply on your skin to protect you from sunburn?
4. If you work in the farm, what should you wear to protect you from the intense heat of the sun?
5. What are you going to do to be safe during different weather conditions?
6. Why do we need to follow these safety precautions?(to protect lives and properties)How can we keep
away from danger or minimize destruction in different weather conditions?
7. Why they are wearing eyes glasses, caps and using umbrella?

----Very Good… You did a Great job… Keep Up The Good Work….. Good Job…
 RUBRICS FOR ASSESSING GROUP OUTPUTS
LEVELS POINTS % INDICATORS

Exemplary 8 93-100 Work is exceptional and impressive. A distinctive

and sophisticated application of knowledge and
skills are evident.

Strong 7 87-92 Work exceeds the standard; thorough and effective

application of knowledge and skills are evident.

Proficient 6 83-86 Work meets the standard; acceptable and it displays

the application of essential knowledge and skills
Developing 4-5 80-82 Work does not meet yet the standard; show basic,
but inconsistent application of knowledge; work
needs further development
Emerging 3-4 76-79 Work shows partial application of knowledge and
skills; incomplete and needs considerable
development
Learning 1-2 75 No work presented

1.The sun gives off heat and light. Too much exposure to sun’s heat and light can be very harmful. It can
cause sunburn. The ultraviolet rays can damage skin cells too. Very bright light can also harm our eyes.
2. These are some ways of protecting ourselves from the excessive sun’s heat and light:
3. Wear a cap or wide brimmed hat during sunny days

4. Apply sunscreen or lotion which protects your skin from sunburn when you go for swimming.
5. Carry along an umbrella to protect you from the intense heat of the sun
6. Wear sunglasses when playing on beaches while the sun is too hot.
7. Wear clothes which protect the skin of your hand and feet while working under the heat of the sun
8.Seek out the shade and avoid exposure during hours of peak sunlight.

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

F.EXPAND
Valuing: MAPEH: HEALTH
Why do we need to protect ourselves from suns’ heat and light?

G.EVALUATE:
Copy the sentences on your paper . Put a check mark (/) opposite the statement if 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 beaches all day.
______6. Wearing sunglasses in beaches while the sun is too hot.
______7. Applying sunblock 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 far.
______10. Exposing eyes to the bright or glaring light.

V. Assignment:
Write a jingle on the safety measures in protecting yourself from the sun’s heat and light.

FORMATIVE RESULTS:
10X
9X
8X
7X
6X
5X
4X
3X
2X
1X
0X

MRS. MIRAFLOR G. LEGASPI

Submitted by

MRS.MARITES F. TIBO-OC
Master Teacher 1
MRS.MARILYN M.LAURENO
Principal IV