SCIENCE 4

FIRST QUARTER
Lesson No. 1
Week/Date:_______________________

I. Learning Competency:

General Objective: Classify materials based on the ability to absorb water, float,
sink, undergo decay (S4MT-Ia-1)

Specific Objective: Describe and classify the materials based on the ability to
absorb water

II. Content:
“Materials that Absorb Water”

Key Concept/s:

 Some materials have the ability to absorb water like t-shirt, cotton balls,
sponge, face towel, etc.

A. Materials:
3 pcs. rubber balls 3 pcs. trays
3 pcs. cotton balls 3 pcs. candy wrapper
3 pcs. sponge towel basin
3 pcs. t-shirt tap water
3 pcs. pot holder clock/timer

B. References:

Science 4 Curriculum Guide

Science 4 LM – pp. 1-5
Science 4 TG – pp. 1-4

C. Process Skills:

observing, identifying, classifying, describing, investigating

D. Value Integration:

Awareness on the kinds of materials to wear or use on different seasons

III. Learning Tasks:

A. Engagement
1. Unlocking of Difficulty:

absorb - to take in something such as liquid in a natural way

porous - having small holes that allow air to pass through

2. Review on the three states of matter.

o Show pictures of different kinds of materials.

o Have them list down the materials they saw.
o Ask them to write the materials in the meta-cards.
o Have the pupils complete the template or chart by classifying them
into solid, liquid and gas.
 Solid Liquid Gas

o How did we group the materials? (We grouped/classified them into

solid, liquid and gas)
B. Exploration
1. Grouping of Pupils
2. Settings of Standards for Group Work
3. Distributing the materials or activity card
4. Activity Proper
5. Reporting
C. Explanation
1. What characteristics did you observe from each of the following materials
before placing them in the water? (They are round, thick, soft, etc.)
2. Did all the materials absorb water? (Not all the materials absorb water.)
3. Which of these materials absorbed water? (cotton, tissue paper, etc.)
4. When you squeeze each of the materials what comes out of them? (Water
comes out from the materials)
D. Elaboration
1. Based on your activity, how did you classify the materials?
2. What are the materials that have the ability to absorb water?
 During rainy days, what kind of material are you going to use to prevent you
from getting wet?
E. Evaluation:
Direction: Classify the materials according to their ability to absorb water
using the table below.

pad paper bath towel

tissue paper plastic straw
plastic cups

Materials that Materials that don’t absorb

absorb water water

Answers:

Materials that Materials that don’t absorb

absorb water water

pad paper plastic cups

tissue paper plastic straw
bath towel

M. L. :
I. D. :

IV. Assignment:
 List down 5 materials found in your home and classify them whether they
absorb water or not.
 Lesson No. 1

ACTIVITY CARD
Materials that Absorb Water

What you need:

3 pcs. rubber balls
3 pcs. cotton balls
3 pcs. sponge
3 pcs. t-shirt
3 pcs. pot holder
3 pcs. trays
3 pcs. candy wrapper
towel, basin
tap water
clock / timer

What to do:
1. Put the materials one by one in a basin with water. Observe their characteristics
and write them on the chart below.
2. Lift up the materials and squeeze. Let the water drip down on the basin.
3. Record the observation in the chart.
4. Do the same for each material.

Characteristics of Materials Put (√) if the

Before putting in After putting in material absorbs
Name of Objects
a basin with a basin with water and (x) if
water water does not
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Questions:

1. What characteristics did you observe from each of the materials before placing
them in the water?
2. When you squeeze each of the materials what comes out of them?
3. Did all the materials absorb water?
4. Which of the materials absorbed water?
5. What are these materials made of?
6. Which of the materials did not absorb water?
7. What are these materials made of?
 Lesson No. 2

Week/Date:__________________________

I. Learning Competency:

General Objective: Classify materials based on the ability to absorb water, float,
sink, undergo decay (S4MT-Ia-1)

Specific Objective: Describe and classify the kind of materials that float and sink

II. Content:
“Materials that Float and Sink”

Key Concept/s:
 Some materials that float are made of wood and plastic.
 Materials made of metal usually sink.

A. Materials
One (1) piece of the following:
plastic bottle with cover large stone
plastic saucer rubber ball
pencil styrofoam cup
eraser toy made of wood
metal spoon toy made of rubber
a pail filled with water toy made of plastic

B. References
Science 4 Curriculum Guide
Science 4 LM – pp. 5-7
Science 4 TG – pp. 5-8
https://www.google.com.ph/search?
q=bread&source=lnms&tbm=isch&sa=X&ved=0ahUKEwikweK-
nb3JAhXJoZQKHeihBe8Q_AUIBygB&biw=1366&bih=667#tbm=isch&q=Pl
astic

C. Process Skills:
 observing, identifying, describing, investigating and classifying

D. Value Integration:
 Awareness on what materials to bring when sailing

III. Learning Tasks:

A. Engagement
1. Unlocking of Difficulty:
sink - means to fall to the bottom of the water
float - means stay on the top of the water

2. Review the materials based on the ability to absorb water. Let’s play “Pinoy
Henyo”.
o Ask a pair of pupils to play the game. One of them will give the clue and
the other one will guess the answer. The pair will just be given two
second to guess the correct word being described.
o The following materials will be described: plastic bottle, styrofoam, candy
wrapper, toy wood and metal spoon. The pair who gets the three correct
answers will be declared the winner.
 o Collect the materials asked in the game and show them to the class.
o Today we will do another activity and will try to discover more
characteristics of the materials around us.
B. Exploration
1. Grouping of pupils
2. Setting of standards for group work
3. Distributing the materials or activity card
4. Activity proper
5. Reporting
C. Explanation
1. What did you observed when you placed the materials one at a time in
water? (Some materials float, other materials sink)
2. Which of the materials sink? (metal spoon, large stone)
3. Why these materials sink?( Made up of metals and heavy )
4. What are the characteristics of materials that sink? Materials made up of
metals and heavy will sink.)
5. Which of the materials float? (plastic bottle with cover, pencil, eraser, rubber
ball, styrofoam cup, toy made of wood, toy made of rubber and toy made of
plastic)
6. Why these materials float? (They are made up of wood and plastics)
7. What are the characteristics of materials that float?(Materials made up of
wood, plastics and light will float)
8. Discuss with the children the similarities and differences in the characteristics
of the materials that they may think affect floating or sinking. (e.g. materials
made of wood float, materials made of metal usually sink)
D. Elaboration
1. Based on your activity, how did you classify the materials?
2. What materials float? sink?(plastic bottle with cover, plastic causer, pail,
rubber ball)
3. Why do some people use floaters (salbabida) in swimming pool? (People use
floaters in swimming pool to keep them float in water)
4. Explain why large boats or ships float on water. (Large Ships and boats float
on water because the upward push of the water is greater than their
weights).
5. Explain why life vests keep you afloat in the sea? (Life vests keep us afloat in
water because it makes us occupy a bigger space, increasing the upward
force of the water on us and making us float).
E. Evaluation:
Classify the materials according to whether they float or sink in a body of
water. Put a (√) for the materials that float and (x) for the materials that
sink.

Answers: √, √, √, X, X
M. L. :
I. D. :

Assignment:
Visit your kitchen. Get five materials and test whether they float or sink.
 Lesson No. 2

Activity Card

Materials that Float and Sink

What you need:

Plastic bottle with cover, plastic saucer, pencil, eraser, metal spoon, large stone,
pail, water, rubber ball, styrofoam cup, toy made of wood, toy made of rubber,
toy made of plastic

What to do:
1. Pour water into the pail or basin.
2. Put the plastic bottle with cover to the pail.
3. Observe the plastic bottle with cap while in water. Did it float or sink?
4. Record your observation.
5. Do the same procedures for the rest of the materials left.
6. Write your observation in data chart.

Characteristics of Observation as to
Name of Materials materials before placing whether the materials
in the water float or sink
1. Empty plastic bottle
Light float
with cover
2.
3.
4.
5.
6.
7.
8.
9.
10.

Questions:

1. What are the characteristics of materials before they were placed in the water?
2. What are the materials that float in the water?
3. What are the materials that sink in the water?
 Lesson No. 3

Date: __________________________
I. Learning Competency:

General Objective: Classify materials based on the ability to absorb water, float,
sink, undergo decay(S4MT-Ia-1)

Specific Objective: Identify the materials that undergo decay

II. Content:
“Materials that Undergo Decay”

Key Concept/s:
 Some materials that undergo decay are fruits, vegetables, bread, and leftover
foods.

A. Materials:
transparent plastic cups
slices of bread
aluminum foil
plastic bottle caps (without cork or cartoon)
banana sliced
kangkong leaves or camote leaves
leftover foods

B. References
Science 4 Curriculum Guide
Science 4 – LM pp. 7-10
Science 4 – TG pp. 8-11
https://www.google.com.ph/search?
q=bread&source=lnms&tbm=isch&sa=X&ved=0ahUKEwikweK-
nb3JAhXJoZQKHeihBe8Q_AUIBygB&biw=1366&bih=667

C. Process Skills:
observing, identifying, investigating

D. Value Integration:
Proper management and storage of materials to avoid wastage

III. Learning Tasks:

A. Engagement
1. Unlocking of Difficulties

decay - to be slowly destroyed into bits in the presence of water

2. Show pictures of fruits, vegetables and bread. Let the pupils identify the
materials. Let them learn more about these materials by doing an activity.

B. Exploration
1. Grouping of pupils
2. Setting of standards for group work
3. Distributing of materials or activity card
4. Activity proper
5. Reporting
 C. Explanation
1. What are the characteristics of each material before cutting it into smaller
pieces? (answers vary)
2. What are the materials made up of? (plastic, cotton)
3. What materials did you add to every set up before covering it with a plastic
sheet? (little amount of water)
4. Where did you place the set up after preparing it? (answers vary)
5. Why did you choose that area for set up? (answers vary)
6. When you visited and observed your set up what happened to your set up?
(materials in the set up gradually decay)
7. What happened to the materials that you cannot identify? (decayed/rotten)

D. Elaboration
1. Based on your activity, what materials undergo decay? (Materials that
undergo decay are sliced bread, sliced banana, kangkong leaves, camote
leaves, left over foods)
2. What are the factors that contribute to the decaying process of the materials?
(Some factors that contribute to the decaying process of materials are
sunlight, water, soil and action of microorganism)
3. Why are left over food should be kept in refrigerator? (Left over foods should
be kept in refrigerator to avoid or delay spoilage since microorganism that
break down food do not grow fast in cold area)

E. Evaluation:
Identify materials in the box that undergo decay. Write your answer below.

fruits fish vegetables plastic

bread nails leftover food tin can

1. _____________
2. _____________
3. _____________
4. _____________
5. _____________

Answers: 1. Fruits
2. fish
3. vegetables
4. bread
5. leftover food

M. L.:
I. D. :

IV. Assignment

Draw at least two (2) materials that undergo decay.

 Lesson No. 3

Activity Card

Materials that Undergo Decay

What you need:

3 pcs. transparent plastic cups
slices of bread
aluminum foils
plastic bottle caps (without a cork or cartoon)
kangkong leaves, camote leaves, slice of banana, left over foods, water,
wax paper

What to do:
1. Prepare the materials. Cut each of the materials in separate transparent cup.
Label the cups according to materials.
2. Moisten each set up with ½ spoonful water.
3. Cover every set up with small black plastic.
4. Tighten the plastic sheet with a rubber band or thread to prevent ants and
other insects to get to the food.
5. Bring your set up outside where it gets both sunlight and partial shade during
the day.
6. Visit your set up every day. On the second day remove the cover of every set
up and turn the content with a stick. Put back the plastic cover.
7. Record your observation. Continue these until seventh day.

Materials undergo decay

1.
2.
3.

Note: This activity will be done a week before the lesson.

Questions:
1. What are the characteristics of the materials before cutting it?
2. What materials did you add to set up before covering it with plastic sheet?
3. Where did you place the set up?
4. Why did you choose that area?
5. When you visited and observed what changes happened to the materials?
6. What further changes did you observe?
7. Can you still identify the original materials that you used?
8. What happened to the materials that you cannot identify?
 Lesson No. 4

Week/Date:__________________________

I. Learning Competency:

General Objective: Classify materials based on the ability to absorb water, float,
sink, undergo decay (S4MT-Ia-1)

Specific Objective: Describe the materials that undergo decay

II. Content:
“Materials that Undergo Decay”

Key Concept/s:

 Some materials that undergo decay are fruits, vegetables, bread, leftover
foods and dead animals. These materials are soft, light, perishable, spoil and
full apart. These materials easily decayed because it has microorganism or
bacteria which helps decompose the matter.

A. Materials:
bread, dried leaves, fruits in season, vegetables, decayed materials used
in yesterday’s lesson, fish, meat, animals waste sealed in a plastic, old
newspaper

B. References:
Science 4 Curriculum Guide
Science 4 – LM pp. 7-10
Science 4 – TG pp. 8-11

C. Process Skills:
observing, describing, investigating

D. Value Integration:
Proper waste disposal

III. Learning Tasks

A. Engagement
1. Unlocking of difficulties

perishable - materials that decay after quite short length of time

2. What are the different materials undergo decay? (Answers vary)

3. Show real materials e.g. bread with molds.
4. Show picture of dead animals.
 Let the pupils describe the materials.
 Today we will discover more the characteristics of these
materials by doing our activity.

B. Exploration
1. Grouping of pupils
2. Setting of Standard for group activity
3. Distributing the materials or activity card
4. Activity proper
5. Reporting
 C. Explanation
1. What are the characteristics of materials that undergo decay? (soft,
light, perishable, spoil)
2. Describe the texture, odor, size and color of the materials. Do you think
these materials will decay at the same time? Why?(Answers vary)
3. What are the factors contribute to the decaying process of materials?
(Factors contribute to the decaying process of materials are sunlight,
water, soil and action of microorganism.)

D. Elaboration
1. What are the materials that undergo decay?(bread, dried leaves,
vegetables, fruits, fish, meat, old newspaper)
2. What are the characteristics of these materials?(soft, light, perishable,
spoil)
3. How do you dispose materials that undergo decay?( put in a compost
pit)
4. What happened to the decayed plants and animals when buried to the
soil? (Decayed plants and animals are 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 used by the power
stations, factories, motor vehicles and others. Organic matter derived
from plants and animals become fertilizer)

E. Evaluation:
Direction: Write True if the statement describes the materials undergo decay
and False if it does not.

______1. Perishable materials change its color, odor, and texture.

______2. Fruits and vegetables are materials that undergo decay.
______3. Changes on the physical characteristics of the materials that
undergo decay happened.
______4. Plastic bottle and metal spoon decay at the same time.

Answers: 1. True 3. True

2. True 4. False

M. L. :
I. D. :

IV. Assignment

 Visit your garbage area and list down materials that undergo decay.
 Lesson No. 4

Activity Card

Materials that Undergo Decay

What you need:

bread
dried leaves
fish, meat
vegetables (malunggay leaves)
decayed materials in a cup used in yesterday’s lesson
animals waste sealed in a plastic ,newspaper

What to do:
1. Put the newspaper on top of the table.
2. Place the materials on the newspaper one by one.
3. Observe the materials.
4. Describe the texture, odor, size and color of the materials.

Characteristics of Materials
Name of Materials
Texture Odor Size Color
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Questions:

1. What are the characteristics of materials undergo decay?

2. Describe the texture, odor, size and color of the materials?
3. Do you think all these materials in your activity will decay at the same time?
Why?
4. What are the factors that contribute to the decaying process of materials in
yesterday’s activity?
 Lesson No. 5

Week/Date:__________________________

I. Learning Competency:

General Objective: Classify materials based on the ability to absorb

water, float, sink, undergo decay(S4MT-Ia-1)

Specific Objective: Classify the materials that undergo decay

II. Content:
“Materials that Undergo Decay”

Key Concept/s:

 Some materials undergo decay are dead plants and animals, foods, fruits,
vegetables, etc.

A. Materials:
metal spoon nails kangkong leaves
plastic cup bread tetra pack juice
banana peelings can meal left over
empty plastic bottled water old newspaper
peelings of vegetables

B. References:
Science 4 Curriculum Guide
Science 4 – LM pp. 7-10
Science 4 – TG pp. 8-11

C. Process Skills:
observing, investigating, identifying, classifying

D. Values Integration:
Solid waste management

III. Learning Tasks:

A. Engagement
1. Describe the materials undergo decay like fruits and vegetables. (santol,
oregano leaves)
2. Have the pupils go around the school garden for five minutes.
3. Have them list down the materials they saw.
4. Ask them to write in the meta-cards.
5. What materials did you see as you go went around the school garden?
(answers vary)
6. Look at these materials on the table. We will classify these materials by doing
our activity.

B. Exploration
1. Grouping of pupils
2. Setting of standard for group work
3. Distributing the materials or activity card
4. Activity proper
5. Reporting
 C. Explanation
1. Which of these materials undergo decay?(banana peeling, vegetable peeling,
bread, meal left over, kangkong leaves)
2. Which of these materials do not undergo decay?(metal spoon, plastic cup,
nails, can, tetra pack juice, empty plastic bottled water)
3. What should we do to the materials that do not undergo decay? (recycle,
reuse)
4. How do you dispose materials that undergo decay?(Answers vary)

D. Elaboration
1. Based on your activity, how did you classify the materials?(Materials undergo
decay and materials does not undergo decay)
2. What are the materials that undergo decay?(banana peeling, bread, peeling
of vegetables, meal left over, kangkong stem)
3. Suggest some ways of proper waste segregation/disposal.

E. Evaluation
Directions: Classify the materials that undergo decay using the table below.

plastic spoon katakataka leaves squash leaves

tire camote stem

Materials that do not undergo

Materials that undergo decay
decay

Answer:

Materials that do not undergo

Materials that undergo decay
decay
katakataka leaves plastic spoon
camote stem tire
squash leaves

M. L. :
I. D. :

IV. Assignment

 Bring picture of family living in dumpsite or squatter area.

 Lesson No. 5

Activity Card

Materials Undergo Decay

What you need:

metal spoon empty plastic bottled water
plastic cup can
banana peeling meal left over
nails kangkong stem
bread tetra pack juice
peeling of vegetables

What to do:

1. Put the materials one by one on the newspaper.

2. Observe the materials.
3. Recall the yesterday’s activity about identifying and describing materials undergo
decay.
4. Classify the materials that undergo decay using the table below.

Materials undergo decay Materials does not undergo decay

Questions:

1. What are the materials undergo decay?

2. What should we do to the materials does not undergo decay?
3. How do you dispose materials undergo decay?
 Lesson No. 6

Week/Date:__________________________

I. Learning Competency:

General Objective: Identify the effects of decaying materials on one’s health

and safety (S4MT-Ib-2)

Specific Objective: Identify the diseases/sickness that may result from exposure
to decaying materials

II. Content:

“Diseases/Sickness that may Result from Exposure to Decaying Materials”

Key Concept/s:

 Some diseases/sickness that may result from exposure to decaying materials

are allergy, dengue, malaria, typhoid, dysentery and skin diseases such as
ring worm and scabies.

A. Materials:
picture of family living in dumpsite
picture of family in a squatter area
picture of sickly people
picture of garbage or dumpsite

B. References:
Science 4 Curriculum Guide
Science 4 LM pp. 11-13
Science 4 TG pp.11-14

C. Process Skills:
observing, identifying

D. Value Integration:
Controlling pollution

III. Learning Tasks:

A. Engagement
1. Unlocking of difficulties

diseases - an illness that affect a person, animal and plants

2. You have identified, describe and classify the materials that undergo
decay. Can you name these materials?
3. Do you think these materials can make us sick?
4. We will be discovering the possible diseases we can get if we are exposed
to these materials.

B. Exploration
1. Grouping of pupils
2. Setting of standard for group work
3. Distributing the materials or activity card
4. Activity proper
5. Reporting
 C. Explanation
1. What are the waste materials seen in the surroundings? (garbage
materials such as plastic, animal manure)
2. How are the waste materials disposed?(Answers vary)
3. Are there pests in the areas?(Answers vary)
4. What are the common pests seen in the area? (flies, mosquitoes)
5. Why do you think those pests like to breed in dirty place?
6. What diseases could the people living in the dumpsite and squatter areas
acquired? (dengue, malaria, dysentery, allergy, skin diseases, typhoid)

D. Elaboration

Based on your activity, what are the diseases/illness people acquired from
exposure to decaying materials? (Some diseases/illness people acquire from
exposure to decaying materials are dengue, malaria, dysentery, allergy and skin
diseases)

How could people living near dumpsite, esteros or canals be protected

from getting sick? (Proper disposal of waste should be observed in areas near
dumpsites, esteros or canals to prevent them from too much exposure to
garbage that will result to danger).

E. Evaluation
Directions: Answer the following questions orally.

1. If you are exposed to the decaying materials what could be it results to

your health?
2. What are the diseases/illness could people living near the dumpsite and
squatter areas acquire?

Answer:

1. Exposing to decaying materials will make people sick.

2. Allergy, dengue, malaria, typhoid, dysentery

M. L. :
I. D. :

IV. Assignment

 Practice proper waste disposal in your home.

 Lesson No. 6
Activity Card
Diseases/Sickness Resulting from Exposure to Decaying Materials

What you need:

picture of family living in dumpsite

picture of family in a squatter area
picture of sickly people
picture of garbage

What to do:

1. Examine the pictures.

2. Record your observation in the table below.

Place where the Waste materials Pests breeding in Possible

family live seen in the surrounding diseases/sickness
surroundings resulting from exposure
to decaying materials

Questions:

1. Where do family live?

2. What are the waste materials seen in the surroundings?
3. What are the common pests seen in the area?
4. What diseases /sickness could the people living near the dumpsite and squatter
area acquire?
5. Share your answer with other groups.
 Lesson No. 7

Week/Date:__________________________
I. Learning Competency:

General Objective: Identify the effects of decaying materials on one’s health

and safety (S4MT-Ib-2)
Specific Objective: Describe the diseases/illness that may result from exposure
to decaying materials
II. Content:
“Diseases/Sickness that may Result from Exposure to Decaying Materials”

Key Concept/s:
Some diseases/sickness that may result from exposure to decaying materials are:
1. Malaria and Dengue are diseases spread by specific type of mosquitoes.
These become epidemic in places where these type of mosquito breed.
2. Dysentery is a disease that can cause severe diarrhea. If not treated
properly someone can die from it. This is not a waterborne disease that is
transmitted to a person when they drink polluted water.
3. Typhoid is a waterborne disease. People who drink polluted water can
become infected with typhoid. The garbage in this area is good breeding
place for flies. These flies can carry the diseases and infect more people.
4. Allergy is medical condition that causes someone to become sick after
touching, breathing and eating something that is harmless to most people.
5. Skin disease is disease in skin like scabies and ring worm.
6. Scabies is a skin disease that is caused by small insects and that can cause
itching and spot on the skin.
A. Materials:
picture of old man with tuberculosis
picture of a boy or girl sick of asthma
picture of a woman sick of diarrhea
picture of girl suffering dengue or malaria
picture of a boy family suffering skin diseases or allergy
picture family living near dumpsite
picture of family living in squatter areas
Note: Label the pictures with diseases
B. References:
Science 4 Curriculum Guide
Science 4 – LM pp. 11-13
Science 4 – TG pp. 11-14
C. Process Skills:
Observing, identifying, describing
D. Value Integration:
Controlling pollution

III. Learning Tasks:

A. Engagement
1. Unlocking of difficulties
dumpsite - a place where waste or trash is taken and left, dirty and
unpleasant place
2. Review the diseases/illness people acquire from exposure to decaying
materials.
3. Show pictures of people who are suffering from diseases like malaria, dengue
and dysentery.
 B. Exploration
1. Grouping of pupils
2. Setting of standard for group work
3. Distributing the materials or activity card
4. Activity proper
5. Reporting
C. Explanation
1. Describe the surrounding in every picture.
2. What are the common pests seen in the area? (flies, mosquitoes)
3. What diseases may acquire when the mosquitoes become epidemic in the
places? (dengue, malaria)
4. How about the flies, what diseases we may acquire? (dysentery, diarrhea,
typhoid)
5. What can you say about the family living in those areas? (They are exposed
to garbage)What can you say about man? (The old man is sick)
6. What about the boy? What kind of diseases does the boy have? (The boy sick
with allergy)
7. What about the woman? What kind of illness does she have? (diarrhea)
8. What about the girl? (The girl suffering from dengue)
9. What are the different diseases/sickness people acquire from exposure to
decaying materials? (Some diseases/illness people acquire from exposure to
decaying materials are dengue, malaria, typhoid, dysentery, allergy)
D. Elaboration
1. Based on your activity describe the diseases/illness people acquire from
exposure to decaying materials.
2. What is dysentery? dengue or malaria, typhoid and allergy?
3. What should be the people do if they live in dumpsite and squatter areas?
(Good hygiene practices such as washing of hand, boiling of water, avoidance
(if possible) of exposure to air)
E. Evaluation
Direction: Describe the following diseases/illness by matching column A with
column B.

Column A Column B
____ 1. Dengue a. Waterborne disease. People who
drink polluted water can become
infected.

____ 2. dysentery b. Condition that cause someone

become sick after breathing,
touching, eating something that
is harmless to most people.

____ 3. Typhoid c. Disease can cause severe

diarrhea.
____ 4. Allergy d. Illness spread by specific type of
mosquitoes.

Answers: 1. D 2. C 3. A 4. B

M. L. :
I. D. :

IV. Assignment

 Look for a place in your community where people practice proper waste
disposal.
 Lesson No. 7
Activity Card
Diseases/Sickness Resulting from Exposure to Decaying Materials

What you need:

picture of old man with tuberculosis

picture of a boy or girl sick of asthma
picture of a woman sick of diarrhea
picture of girl suffering dengue or malaria
picture of a boy family suffering skin diseases or allergy
picture family living near dumpsite
picture of family living in a squatter areas

What to do:

1. Advance preparation (to be done a day before the science class)

2. Each group does the gallery walk prepared inside the classroom.
3. Examine the picture carefully.
4. Go back to your table at once to consolidate and discuss your group using
your Learners Materials page 13.
5. Record your findings on the table below.

Diseases Description
Malaria and Dengue
Dysentery
Typhoid
Allergy

Questions:

1. What is malaria and dengue?

2. What is dysentery?
3. What is typhoid?
4. What is allergy?
 Lesson No. 8

Week/Date:__________________________

I. Learning Competency:

General Objective: Identify the effects of decaying materials on one’s health

and safety (S4MT-Ib-2)

Specific Objective: Identify the effects of decaying materials on one’ health and
safety

II. Content:
“Effects of Decaying Materials on One’s Health Safety”

Key Concept/s:
 Exposing to decaying materials will make people sick such as malaria,
dengue, allergy, typhoid, dysentery, etc.

A. Materials:
survey form
manila paper
parents permit
marker cameras/cell phone for photo
sliced of bread and other materials that decay fast

B. References:
Science 4 Curriculum Guide
Science 4 – LM pp.14-17
Science 4 – TG pp. 14-18

C. Process Skills:
observing, describing, identifying, enumerating

D. Value Integration:
Controlling pollution

III. Learning Tasks:

A. Engagement
1. Unlocking of difficulties

pollution - action or process of making land, water, air dirty and not
safe to use

2. Review the diseases/sickness that may result from exposure to decaying

materials.
3. Show different materials on the table. Which of these materials on the
table undergo decay?
4. What do you think will happen to us if all these decaying materials will
just be disposed anywhere in our community?(People may sick of malaria,
dengue, allergy, typhoid, dysentery)

B. Exploration
1. Grouping of pupils
2. Setting standard for group work
3. Distributing the materials or activity card
4. Activity proper
5. Reporting
 C. Explanation
1. What particular area did you visit? (riverside, swampy area, dumpsite)
2. What can you say about the place? (The riverside is full of garbage. There
are many insects in the dumpsite. etc.)
3. Was the place you visited crowded? (yes)
4. How many families were you able to survey in that place? (answer vary)
5. Was there a toilet in every household in that place? (Some have toilet at
home)
6. What can you say about the trash in the place? (Most of their garbage are
being thrown in the river. Some of their garbage are plastic bags.)
7. Where did the people throw their garbages? (in canals and esteros)
8. Have you seen decaying materials in that place? (There are some along the
river, etc.)
9. What do you think will happen to the people living in that place? (People will
get sick)

D. Elaboration
1. What are the effects of decaying materials to one’s health and safety?
(Exposure to decaying materials will make people sick. Decaying materials
when not disposed properly cause pollution. Pollution is harmful to one’s
health.)
2. Can people benefit from compost? Explain your answer. (Making of compost
is one way of disposing garbage properly. Waste materials that are made into
compost are not harmful to one’s health.)

E. Evaluation
1. What are the effects of decaying materials on one’s health and safety?
2. Give at least 5 diseases/illness may affect to one’s health if they are
expose to decaying materials.

Answer:
a. malaria
b. dengue
c. typhoid
d. allergy
A. e.dysentery

M. L. :
I. D. :

IV. Assignment

 How can you make your environment a pleasant place to live in? Present your
answer through an illustration.
 Lesson No. 8
Activity Card
Effects of Exposure to Decaying Materials on One’s Health and Safety
What you need:
survey form
parents permit
manila paper
marker cameras/cell phone for photo
What to do:
Note: Before the activity (for teacher)
The teacher secure parents permit.
Make courtesy call with the barangay officials.
Request for assistance of barangay officials in going to the identified
communities for study.
Group your pupils and assigned to the identified community.
For pupils
1. Observe the surroundings.
2. Describe the surroundings.
3. Interview the members of the family at least two household in the
community based on the survey form.
4. Discuss the finding with your group and answer the data chart.
Household __________________________________________
Specific area in the community __________________________

Non decaying Decaying Ways of disposing Possible effects on

materials seen in materials seen in decaying materials the health of the
the area the area family members

Questions:
1. How many household did you survey?
2. Where did each of the households throw their decaying garbage?
3. Where did they throw their non-decaying garbage?
4. What could be the effects of their practice of disposing garbage to their health?
5. What illness/disease has members of the family having in the area suffered?

Survey Form
1. Name (Head of the Family) _____________________________________
2. Age _____
3. Sex _____
4. Address _____________________________________________________
5. Occupation __________________________________________________
6. How many members are there in the family? _______________________
7. How many are children? ________________________________________
8. With toilet? Yes ____ No_____ How many? _________________
9. What kind of trash is found in the household? ______________________
10.Where is there trash located? ____________________________________
11.What illness/diseases have members of the family suffered for the past years?
______________________________________________________
12.What were done to treat the illness/diseases? _______________________
13.What are being done to prevent the spread of the disease?
____________________________________________________________
 Lesson No. 9

Week/Date:__________________________

I. Learning Competency:

General Objective: Identify the effects of decaying materials on one’s health

and safety (S4MT-Ib-2)

Specific Objective: Describe the physical state of people exposed to decaying

materials

II. Content:
“Physical State of People Exposed on Decaying Materials”

Key Concept/s:
 Physical state of a person exposed on decaying materials is prone to
diseases/sickness. Physical state might be a person who is:
o malnourished
o dirty
o tin
o sickly

A. Materials:
Pictures of a person suffered to diseases/sickness like asthma, allergy,
dengue, diarrhea
Pictures of family live in dumpsite and river

B. References:
Science 4 Curriculum Guide
Science 4 – LM pp. 14-17
Science 4 – TG pp. 14-18

C. Process Skills:
Observing, describing

D. Value Integration:
Proper waste segregation
III. Learning Tasks:
A. Engagement
1. Health inspection
2. Unlocking of difficulties
physical - relating to a body of a person
3. Review the effects of decaying materials on one’s health and safety.
o Show pictures of sickly people.
o What can you say about the picture?(Answers vary)
o Today we will discuss the physical state of a person exposed on
decaying materials.
B. Exploration
1. Grouping of pupils
2. Setting of standard for group work
3. Distributing the materials or activity card
4. Activity proper
5. Reporting
 C. Explanation
1. Based on your activity, what are the possible diseases or sickness of a
person exposed to decaying materials? (dengue, asthma, malaria,
diarrhea, etc.)

2. Where do these people live? (riverside, dumpsite, etc.)

3. What is the physical state of a person exposed to decaying materials? (a
person exposed to decaying materials is prone to diseases or sickness)
D. Elaboration
1. What is the physical state of person exposed to decaying materials?
(Sickly)
2. Why we should practice proper waste disposal?(Proper waste disposal
must be done to avoid harming the environment or causing harm to
human health.)
E. Evaluation
Direction: On one (1) whole bond paper, make a poster showing the physical
state of a person exposed to decaying materials.

Rubrics for Poster Making

Color harmony (20%) Neatness (10%) Creativity (15%)
Balance and Connection to the
Over-all appeal (15%)
Proportion (20%) lesson (30%)
Total: 100%

M. L. :
I. D. :

IV. Assignment

 Bring empty bottles or packages of materials at home such as toothpaste and

detergents.
 Lesson No. 9

Activity Card

Physical State of a Person Exposed to Decaying Materials

What you need:

Pictures of a person suffered to diseases/sickness like asthma, allergy, dengue,

diarrhea
Pictures of family live in dumpsite and river

What to do:

Observe the pictures

Discuss the pictures
Answer the following questions

Questions:

1. What are the possible diseases/sickness of a person exposed to decaying

materials?
2. Where do these people live?
3. What is the physical state of a person exposed to decaying materials?
 Lesson No. 10

Week/Date:__________________________

I. Learning Competency:

General Objective: Identify the effects of decaying materials on one’s health

and safety (S4MT-Ib-2)

Specific Objective: Observe and read the product label. Explain the importance
of reading the product labels

II. Content:
“Importance of Reading the Product Label”

Key Concept/s:

 Reading the product label will help us to know the following:

o product contents/ingredients
o precautions/warning signs
o expiration date
o direction on how to use the materials

A. Materials:
empty container of alcohol, empty boxes, packages or containers of
different products, milk, cereals, sardines, meat loaf,, empty bottles and
boxes of over the counter medicine/drugs (those that can be bought
without a doctor prescription), empty boxes or wrappers of detergents,
toothpaste, empty containers with copies of labels of disinfectants and
pesticides (washed, cleaned and sealed)

B. References:
Science 4 Curriculum Guide
Science 4 – LM pp.17-20
Science 4 – TG pp. 18-21

C. Process Skills:
Observing, describing and explaining

D. Value Integration:
Awareness on reading product labels

III. Learning Tasks

A. Engagement
1. Unlocking of difficulties
product - something that is made to be sold and used
2. Review the effects of decaying materials to one’s health and safety.
Display the sample materials like detergents, canned food and beauty
products. These are the materials at home which are manufactured
products. Most of these products are sold in plastic packages, boxes, glass
containers or tin cans. When you buy these products, do you bother to
read the labels on its package?

B. Exploration
1. Grouping of pupils
2. Setting standard for group work
3. Distributing the materials or activity card
4. Activity proper
5. Reporting
C. Explanation
1. What are the kinds of products that you have in your activity? (Food
products, medicine/drugs, housekeeping products)
2. Do you have all these materials at home? (answer varies)
3. Have you experienced buying any of these products?(yes)
4. When you buy these products, do you bother to read the labels on the
package or containers?(answer varies)
5. As you read the labels of the empty packages of the products that you
have in your activity, what information did you get? (content, expiring
date, warning sign)
6. Do all the labels provide enough information about the products? (answer
vary)
7. If you are going to compare the labels of the food products to the labels
of medicines and housekeeping products, what similarities do you find?
8. Which information found in the product labels do you think is the most
important? Why?(answer varies)

D. Elaboration
1. What is the importance of knowing how to read product labels?(Reading
the product labels help us to know the brand name and content of the
package product, proper usage, expiry dates, the necessary precautions
or warning sign of the product.)
2. Why do people need to consider the information on product labels when
buying products to be stored at home? (People need to consider the
information on product labels when buying products to be stored at home
to be aware of their usage and expiration in the case of medicines. Labels
warn possible dangers.)

E. Evaluation
Direction: Choose and write the letter of the correct answer.

1. Why is it important to read the product labels?

a. To know if the product contains materials which are harmful to body
b. To find out if the product is dangerous to one’s health
c. To find out if the product is nutritious
d. All of the above

2. How will your father know that the meat loaf is still safe to eat?
a. by reading the expiration date
b. by reading the ingredients
c. by reading the name of the manufacturer
d. by reading the directions for cooking

3. Mrs. Mayo wants to give her children nutritious and healthy foods. How will
she know that the food product she will buy is really good for her children?
a. by adding spices
b. by reading the ingredients
c. by making sure it is imported
d. by choosing foods which are most expensive
4. Study the product label of the milk. What does it tell us?

Milk
Enriched with
Calcium 100%
Fats 60%
Iron 60%
Protein 85%
 a. It is complete with necessary nutrients that the body needs.
b. It is a substitute for breast milk.
c. It is good only for adults.
d. It is expensive

M. L. :
I. D. :

IV. Assignment

 Bring:
Empty containers of muriatic acid
Empty containers of alcohol
Empty boxes/can of medicines
Empty packages of wrappers of toothpaste
Empty bottles/boxes of vitamins

Activity Card No. 1

Importance of Reading Products Labels

What you need:

Product label of toothpaste and sardines

What you do:

Study the product label and record the date in the table.

Name of products Ingredients How to use Precautions Expiration date

Questions:

1. What are the important information’s do you get from reading product
label?
2. How do reading product labels help the consumer?

Activity Card No. 2

Reading Product Labels

What you need:
Product label of alcohol and vitamins

What to do:
Study the product labels and record the data in the table.

Name of products Ingredients How to use Precautions Expiration date

Questions:

1. What are the important information’s you get from reading product label?
2. How do reading product labels help the consumer?