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Quarter 1-Identify Some Ways of Solid Materials IV

This lesson plan outlines a science lesson on changes in solid materials. Students will observe solid materials in the classroom, discuss how their properties can change through folding, tearing, burning etc. and perform hands-on activities in groups to demonstrate changes to solid materials. A video will reinforce the concepts and students will discuss how matter can be made more useful and examples of bending solids. Formative assessment of student understanding will be done through their activity outputs and additional reading/writing will be assigned.

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0% found this document useful (0 votes)
26 views19 pages

Quarter 1-Identify Some Ways of Solid Materials IV

This lesson plan outlines a science lesson on changes in solid materials. Students will observe solid materials in the classroom, discuss how their properties can change through folding, tearing, burning etc. and perform hands-on activities in groups to demonstrate changes to solid materials. A video will reinforce the concepts and students will discuss how matter can be made more useful and examples of bending solids. Formative assessment of student understanding will be done through their activity outputs and additional reading/writing will be assigned.

Uploaded by

mariceldelappena
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
Eastern Visayas-Region VIII
Leyte Division
Babatngon II District
Gov. E. Jaro Elementary School

Lesson Plan in Science 4

Name of Teacher: ANGIE D. ERAYA


Date & Time: October 05,2021/10:00 A.M.
Subject: Science
Quarter: First Quarter

I. Objectives
A. Content Standard Changes that materials undergo when exposed to certain
conditions.
B. Performance Standard Evaluate whether changes in materials are useful or harmful to
one’s environment
C. Learning Competency/ Identify some ways of changing solid materials in terms of size,
Objectives shape, texture, etc.
Write the LC code for
each. Code: S4MT-Ie-f-5
II. CONTENT
Subject Matter Changes in Solid Materials
A. References
1. Teacher’s Guide pages TG. Page 36-38
2. Learner’s Material LM. Page 29-30
pages
3. Textbook pages
B. Other Learning Resource www.google.com/images ; https://www.youtube.com/watch?
v=BgM3e8YZxuc
III. PROCEDURES
The teacher will ask the learners to KRA 1:
I. Engage observe the classroom. Name the solid Objective 2:
materials that can be seen. MOV
1. What do you see in this room? The teacher applied a
2. How can you classify these range of teaching
materials? strategies that enhance
3. What are the materials that you learner achievement in
see in the classroom that are the literacy skills through
same? Different from one another? naming solid materials.
KRA 1:
Objective 1:
MOV
Using the graphic organizer. Let the pupils The teacher applied
emphasize the idea/concept that solid the learner’s prior
materials have different properties, knowledge from
characteristics such as size, shape, color, English, Filipino and
texture, weight, etc. Mathematics subjects
by analyzing graphs.
size
shape

SOLID
color
texture
weight
Example:

Using a paper ask: Do you think we can KRA 1:


do something to change the Objective 3:
characteristics/properties of this paper? MOV
What can we do? (Write students’ answer The teacher applied a
through graphic organizer. range of teaching
strategies to develop
critical and creative
thinking, as well as
fold tear
burn higher-order thinking
skills

Pape KRA 3:
Objective 9:

r MOV
The teacher used
appropriate teaching
cut resources including
ICT to address learning
crumpled color goals.

Have the students get ready performing KRA 2:


the group activity. OBJECTIVE 5:
II. Explore A. Reminders of standards in doing MOV:
the activity. Set norms/rules for
group activity.
KRA 2:
Objective 4:
MOV:
Engaged learners
individually or in groups
in meaningful
exploration, discovery,
and hands-on activities
within a range of
physical learning
B. Assigning each groups’ working environments.
area.
C. “Head-Up” about the activity. KRA 2:
OBJECTIVE 6:
MOV:
Used differentiated,
developmentally
appropriate learning
experiences/activities
to address learners’
needs, strengths,
interests and
experiences.

KRA 4:
OBJECTIVE 6:
MOV:
Developed
performance tasks with
rubrics.

Rubrics:
A. Discussing the result of the activity KRA 1:
by compare and contrast Objective 3:
B. Ask the pupils to cite other MOV
examples that bend/can be bent. The teacher applied a
range of teaching
strategies to develop
critical and creative
thinking, as well as
higher-order thinking
skills
(Compare and
Contrast)
KRA 3:
III. Explain Let the pupils watch a video clips about Objective 9:
changes in matter as to its properties. MOV
https://www.youtube.com/watch? The teacher used
v=BgM3e8YZxuc appropriate teaching
resources including
ICT to address learning
goals.

How can you make matter more useful


IV. Elaborate in our daily life?

What is solid?
What are the different ways changing
solid materials in terms of size, shape,
texture, etc.?
What happened to the solid materials
when they were bent?
Pupils activity output may be taken as
V. Evaluate form of assessing their knowledge and KRA 4:
understanding formatively. Objective 10:
MOV:
Appropriate use of
formative assessment
strategies.

Read some articles about changes in KRA 2:


VI. Additional activities for solid. Write/paste it on your journal file. OBJECTIVE 5:
application or remediation MOV:
Encouraging learners
to develop study
habits.

IV. REMARKS
V. REFLECTION
A. No. of learners who earned
80%in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%

Prepared by:
ANGIE D. ERAYA
Teacher III
Observer:

SHELLARICA C. ARINTO
MT-1

Republic of the Philippines


Department of Education
Eastern Visayas-Region VIII
Leyte Division
Babatngon II District
Gov. E. Jaro Elementary School
Lesson Plan in Science 4
Name of Teacher: ANGIE D. ERAYA
Date & Time: November 16, 2018/10:00 A.M.
Subject: Science
Quarter: Second Quarter

I. Objectives
A. Content Standard Plants have body Parts that make them adapt to land or water
B. Performance Standard Construct a prototype model of organism that has body parts
which can survive in a given environment
C. Learning Competency/ Identify the characteristics of terrestrial plants.
Objectives Code: S4LT-IIe-f-9
Write the LC code for each.
II. CONTENT
Subject Matter Terrestrial Plants
A. References
1. Teacher’s Guide pages TG page 121-126
2. Learner’s Material pages LM page 116-118
3. Textbook pages
B. Other Learning Resource PPT, Videos and pictures, http://www.plantsrescue.com/indoor-
plants-create-clean-air/
III. PROCEDURES
Look at the pictures. We just studied about
I. Engage different kinds of animals living in land and
water. Can plants live in land and water too?

Have the pupils have a tour in the garden and KRA 1:


make a list/name and draw plants they see. Objective 1:
One plant per pupils is enough. MOV
The teacher
A. Give instruction/standard/safety applied the
precaution in going out of the learner’s prior
classroom. knowledge from
B. Instruct the pupils things that they MAPEH- Health
going to do in the garden. and Filipino
subjects by
reading school
signs and safety
precautions in
school.

Elicit their answers or gather their drawings.


Consolidate or group the names/drawings KRA 1:
into those that grow on land and those that Objective 2:
grow on water. MOV
The teacher
applied a range of
teaching strategies
that enhance
learner
achievement in
literacy skills
through naming
plants.

Prepare a table on a manila paper and ask


the pupils to write their answer on it. KRA 1:
II. Explore Objective 3:
MOV
The teacher
applied a range of
teaching strategies
to develop critical
and creative
thinking, as well as
higher-order
thinking skills
(Compare and
Contrast)

KRA 2:
OBJECTIVE 6:
MOV:
Used
differentiated,
developmentally
appropriate
learning
experiences/activit
ies to address
learners’ needs,
strengths,
interests and
experiences.
Let the pupils complete the “What are the KRA 1:
characteristics of plants?”(pictures that they Objective 3:
gathered) MOV
The teacher
applied a range of
A. Give standard in doing the activity teaching strategies
to develop critical
and creative
thinking, as well as
higher-order
thinking skills
(Compare and
Contrast)

KRA 2:
Objective 4:
MOV:
Engaged learners
individually or in
groups in
meaningful
exploration,
discovery, and
hands-on activities
B. Assign each groups’ working area. within a range of
physical learning
environments.

KRA 2:
OBJECTIVE 5:
MOV:
Set norms/rules
for group activity

KRA 4:
OBJECTIVE 6:
MOV:
Developed
performance tasks
with rubrics.

Rubrics:

KRA 2:
III. Explain Ask the group member to present the result Objective 4:
through guided questions. MOV:
1. What is common to all plants? Engaged learners
2. Do the plants have the same stem? individually or in
3. Do the plants have the same leaves? groups in
4. What new things have you learned meaningful
about the plants? exploration,
5. Do these plants grow on land? discovery, and
hands-on activities
within a range of
physical learning
environments.

KRA 2:
OBJECTIVE 6:
MOV:
Used
differentiated,
developmentally
appropriate
learning
experiences/activit
ies to address
learners’ needs,
strengths,
interests and
experiences.

Have them compare the pictures of terrestrial KRA 1:


IV. Elaborate plants and aquatic plants Objective 3:
Lead the class to state that plants that grow MOV
on soil are called terrestrial plants and those The teacher
that grow in water are aquatic plants. How applied a range of
are they different? teaching strategies
to develop critical
and creative
thinking, as well as
higher-order
thinking skills
(Compare and
Contrast)

 They have parts in common but KRA 2:


certain structures enable plants to OBJECTIVE 6:
function under certain conditions. MOV:
 State the commonalities and Used
differences and the inferred function. differentiated,
Pupils are allowed to infer the developmentally
functions of the specialized structures appropriate
and confirm pupils’ answer against learning
scientific viewpoint experiences/activit
ies to address
learners’ needs,
strengths,
interests

Note to teacher: List down all the common


V. Evaluate names of the plants actually selected by the KRA 4:
pupils during the activity. Let them group it as Objective 10:
to terrestrial or aquatic. MOV:
Terrestrial Plants Aquatic Plants Appropriate use of
formative
assessment
strategies.

List/Draw all other terrestrial plants that can KRA 2:


VI. Additional activities for be found at home. OBJECTIVE 5:
application or remediation MOV:
Encouraging
learners to
develop study
habits.

IV. REMARKS
V. REFLECTION
A. No. of learners who earned
80%in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%

Prepared by: Observer:

MA. LIZA L. ISRAEL SOLITA C. PORTERIA EVANGELINE J. HERADURRA CATHERINE M. LAZA, Ph. D.
Teacher II Master Teacher I Master Teacher Principal II

Lesson Plan in Science 4

Name of Teacher: MA. LIZA L. ISRAEL


Date & Time: November 12, 2018/10:00 A.M.
Subject: Science
Quarter: Second Quarter
I. Objectives
A. Content Standard Animals have body parts that make them adapt to land or water
B. Performance Standard Construct a prototype model of organism that has body parts
which can survive in a given environment
C. Learning Competency/ Compare body movements of animals in their habitat
Objectives Code: S4LT-IIc-d-6
Write the LC code for each.
II. CONTENT
Subject Matter Animals Movement in a Particular Habitat
A. References
1. Teacher’s Guide pages TG page 111-113
2. Learner’s Material pages LM page 109-110
3. Textbook pages
B. Other Learning Resource https://www.youtube.com/watch?v=Xj1ASC-TlsI
https://www.youtube.com/watch?v=C85Ukbj3yLo
III. PROCEDURES
Present the poem in class. Let the class read
I. Engage the poem. If possible, the poem may be sang KRA 1:
to the tune of any modern song. Objective 2:
I can be any animal MOV
I can hop like a rabbit. The teacher
I can jump like a frog. applied a range of
I can waddle like a duck. teaching strategies
I can run like a dog. that enhance
I can fly like a bird. learner
I can swim like a fish. achievement in
I can be any animal that I wish, literacy skills
through reading
What are the animals mentioned in the poem.
poem?
Do animals move the same way?
Why not?

Let the pupils watch the video of animals. KRA 3:


https://www.youtube.com/watch?v=Xj1ASC- Objective 9:
II. Explore TlsI MOV
A. Give standard in watching the video The teacher used
B. Give the questions that should be appropriate
discussed after watching the video teaching
 What kinds of animals did you resources
watched? including ICT to
 Where do they lived? address learning
 What are their needs to live/survive? goals.
 How did they move?
Briefly answer the questions with the KRA 1:
students orally. Objective 3:
MOV
The teacher
applied a range of
teaching strategies
to develop critical
and creative
thinking, as well as
higher-order
thinking skills
Have the activity “How do Animals Move in KRA 1:
Particular Habitat” Objective 3:
A. Give standard in doing the activity MOV
The teacher
applied a range of
teaching strategies
to develop critical
and creative
thinking, as well as
higher-order
thinking skills
(Compare and
Contrast)

KRA 2:
Objective 4:
B. Assign each groups’ working area. MOV:
Engaged learners
individually or in
groups in
meaningful
exploration,
discovery, and
hands-on activities
within a range of
physical learning
environments.

KRA 2:
OBJECTIVE 5:
MOV:
Set norms/rules
for group activity

KRA 4:
OBJECTIVE 6:
MOV:
Developed
performance tasks
with rubrics.

Let the class discuss their observations within


the group and answer guide questions. Tell
the class to come up with the group output,
post it on the board and be ready to report it
to the class.
A. Discuss the answers to the guide KRA 1:
III. Explain questions. Objective 3:
a. How do animals that live on land MOV
move? The teacher
b. How do animals that live in water applied a range of
move? teaching strategies
c. How do animals that can live both in to develop critical
water and on land move? and creative
d. Why do animals move in different thinking, as well as
ways? higher-order
B. Give some examples of animals for thinking skills
each movement. What part of animal (Compare and
is used for moving? Emphasize that Contrast)
not all animals with wings can fly.
Explain the reason why.
C. After a thorough discussion, go back
to the answers of the pupils at
engagement activity. Discuss the
correct responds.

A. Have a dance presentation. Think of KRA 2:


IV. Elaborate your favorite animal. How does it Objective 4:
move? MOV:
B. The audience will guess what animals Engaged learners
was used in the presentation. individually or in
groups in
meaningful
exploration,
discovery, and
hands-on activities
within a range of
physical learning
environments.

Performance assessment. Pupils’ group KRA 4:


V. Evaluate presentation may serve as an assessment Objective 10:
MOV:
Rubrics: Appropriate use of
formative
assessment
strategies.

KRA 4:
OBJECTIVE 6:
MOV:
Developed
performance tasks
with rubrics.

Draw your favorite animal and write how it KRA 2:


VI. Additional activities for move and where does it live. OBJECTIVE 5:
application or remediation MOV:
Encouraging
learners to
develop study
habits.

IV. REMARKS
V. REFLECTION
A. No. of learners who earned
80%in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
Prepared by: Observer:

MA. LIZA L. ISRAEL SOLITA C. PORTERIA


Teacher II Master Teacher I

Republic of the Philippines


Department of Education
Eastern Visayas-Region VIII
Leyte Division
Babatngon II District
Gov. E. Jaro Elementary School

Lesson Plan in Filipino 4


Name of Teacher: ANGIE D. ERAYA
Date & Time: May 23, 2022/10:00 A.M.
Subject: Filipino
Quarter: Fourth Quarter

I. Layunin
A. Pamantayang Pangnilalaman Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng
teksto at malawak ang talasalitaan
B. Pamantayan sa Pagganap Nakapagbubuod ng binasang teksto
C. Mga Kasanayan sa Pagkatuto 1. Nasasagot ang mga tanong tungkol sa napakinggang kwento.
Isulat ang mga code ng bawat 2. Naibibigay ang kahulugan ng salita sa pamamagitan ng pag-
kasanayan uugnay sa sariling karanasan.
Code: F4PT-IVa-1.12
II. NILALAMAN Aralin 16: Natatanging Pilipino
A. Sangunian
1. Mag pahina sa Gabay ng Guro TG page 252
2. Mga pahina sa Kagamitang LM page 155
Pang- Mag-aaral
3. Mga pahina sa teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo Video presentation, https://www.youtube.com/watch?
v=8Iq24dmbbGA
III. Pamamaraan
A. Balik-aral sa nakaraang aralin Paunang pagsusulit. Maghanda ng sampung KRA 1:
at/o pagsisimula ng bagong salitang hiram na natutuhan sa ibang Objective 2:
aralin assignatura. MOV
1. taksi The teacher
2. x ray applied a range
3. tsunami of teaching
4. elementarya strategies that
5. suspect enhance learner
6. likido achievement in
7. komersyal literacy skills
8. advertayzing through spelling
9. El niño poem.
10. Condominium
B. Paghahabi sa layunin ng Ang mapakikinggan mong kuwento ay KRA 1:
aralin tungkol sa karanasan ng mag-ama sa isang Objective 3:
lutuin. MOV
Upang mas maunawaan ito,kilalanin natin The teacher
ang ilang salita na ginamit dito. applied a range
1.Gumawa ng talaan ng mga nakahihiligan of teaching
mong pagkain.Ano ang kahulugan strategies to
ngnakahihiligan? develop critical
2.Alin sa mga putaheng ito ang kaya mong and creative
lutuin? thinking, as well
a. adobong posit as higher-order
b.sarciadong isda thinking skills
c.tinolang manok (Compare and
d.mechado Contrast)
e.pinakbet KRA 2:
f.afritada OBJECTIVE 6:
ano ang kahulugan ng putahe? MOV:
Tandaan ang kahulugan ng mga salitang ito. Used
Humanda na at makinig sa kuwentong differentiated,
babasahin sa iyo developmentally
appropriate
learning
experiences/acti
vities to address
learners’ needs,
strengths,
interests

C. Pag-uuganay ng mga Nakaranas ka na bang magluto? KRA 2:


halimbawa sa bagong aralin Ano ang pagkaing nailuto mo na? OBJECTIVE 6:
Paano mo ito iniluto? MOV:
Tumawag ng ilang mag-aaral upang Used
magbahaging kanilang karanasan. differentiated,
Ano ang sikretong rekado ng putahe sa developmentally
atingkuwento? appropriate
learning
experiences/acti
vities to address
learners’ needs,
strengths,
interests

D. Pagtalakay ng bagong Gawin NatinIpakita ang pabalat ng aklat. KRA 3:


konsepto at paglalahad ng Pag-usapan ang larawan na makikita rito. Objective 9:
bagong kasanayan #1 Pag-usapan ang iba pang impormasyon MOV
namakikita sa pabalat. The teacher
Isa-isahing buklatin ang pahina ng aklat. used appropriate
Itanong:Ano kaya ang sikretong rekado sa teaching
atingkuwento? resources
Basahin nang malakas ang kuwento.Ang including ICT to
Sikretong RekadoGrace D. ChongOMF address learning
goals.

Matapos ang pagbasa ng kuwento, balikan


angmga hula na ibinigay bago ang pakikinig
ng ku-wento.
Itanong:Ano ang sikretong rekado ng ating
kuwento?
E. Pagtalakay ng bagong KRA 1:
konsepto at paglalahad ng A. Pagbibigay ng pamantayan sa Objective 3:
bagong kasanayan #2 pangkatang gawain MOV
The teacher
applied a range
of teaching
strategies to
develop critical
and creative
thinking, as well
as higher-order
thinking skills

KRA 2:
Objective 4:
MOV:
Engaged
learners
individually or in
groups in
meaningful
exploration,
discovery, and
hands-on
activities within a
B. Italaga ang lugar gawaan ng bawat range of physical
Pangkatin ang klase.Ipagawa ang learning
sumusunod na gawain. environments.
Pangkat I – Isadula ang mga pangyayari
sakuwento KRA 2:
Pangkat II – Iguhit ang nangyari kay Mang OBJECTIVE 5:
Ador MOV:
Pangkat III – Iguhit ang niluto ni Teo Set norms/rules
Pangkat IV - Isulat ang sikretong rekado sa for group activity
manila paper
KRA 4:
OBJECTIVE 6:
MOV:
Developed
performance
tasks with
rubrics.

F. Paglinang sa Kabihasaan Matapos ang inilaang oras, itanong:Sino-sino KRA 1:


(Tungo sa Formative ang tauhan? Objective 3:
Assessment) Ilarawan ang bawat isa. MOV
Ano-ano ang nangyari sa kuwento? The teacher
(Pangkat I) applied a range
Bakit masaya si Teo? of teaching
Bakit siya pinayagang magluto?(Pangkat II) strategies to
Paano naghanda si Teo sa ipinagagawa develop critical
sakaniya ni Mang Ador? and creative
Ano ang kaniyang iluluto?(Pangkat III) thinking, as well
Ano-ano ang sangkap nito? as higher-order
Naluto ba ito ni Teo? Bakit? thinking skills
Saan galing ang mga pagkain sa bahay
ninaMang Ador?
Ano ang ibig sabihin nito?
Ano ang sinabing sikreto sa kaniya ni
MangAdor?(Pangkat IV)
Saan ito galing?
Tunay nga kayang ito ang dahilan ng
pagigingmasarap naluto ni Mang Ador?
G. Paglalapat ng aralin sa pang- KRA 2:
araw-araw na buhay Pagtatapos OBJECTIVE 6:
Itanong:Ano ang naging damdamin mo MOV:
matapos mapa-kinggan ang kuwento? Used
differentiated,
Ipasulat ang sagot ng mga mag-aaral sa developmentally
kanilang Reader’s Response Journal appropriate
learning
experiences/acti
vities to address
learners’ needs,
strengths,
interests

H. Paglalahat ng Aralin Paano sumunod sa panuto?

I. Pagtataya ng Aralin KRA 2:


OBJECTIVE 5:
MOV:
Maaring gamitin ng guro ang nagawang Set norms/rules
output mula sa pangkatang Gawain for group activity

Rubrics: KRA 4:
OBJECTIVE 6:
MOV:
Developed
performance
tasks with
rubrics.
J. Karagdagang Gawain para sa KRA 2:
takdang aralin at remediation OBJECTIVE 5:
Sa inyong kwaderno. MOV:
Sumulat ng panuto kung paano lutuin ang Encouraging
paborito mong pagkain. learners to
develop study
habits.

IV. Mga Tala


V. Pagninilay
A. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya

B. Bilang ng mag-aaral na
nangangailangan ng iba pang
Gawain para sa remediation

C. Nakatulong ba ang
remediation? Bilang ng mag-
aaal na nakaunawa sa aralin
D. Bilang ng mag-aaral na
magpapatuloy sa remediation

E. Alin sa ng estratehiya ng
pagtuturo ang nakatulong ng
lubos? Paano ito nakatulong?

F. Anong suliranin ang aking


naranasan na solusyon sa
tulong ng aking punungguro at
superbisor?

G. Ano ng kagamitan panturo


ang aking ginamit/nadiskubre na
nais kong ibahagi sa mga kapwa
ko guro?

Prepared by: Observer:

ANGIE D. ERAYA SHELLARICA C. ARINTO


Teacher II Master Teacher I

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