MATATAG K TO 10 CURRICULUM

School: DepEdClub.com Grade Level: 4

MATATAG Name of Teacher Learning Area: SCIENCE
K to 10 Curriculum Teaching Dates and Time: JANUARY 13-17, 2025 (WEEK 6) Quarter: Third
Weekly Lesson Log

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:
Standards 1. Science processes help in observing and predicting how things move.
2. Gathering scientific information helps explain the behavior of objects and materials.
3. Energy is present whenever there is movement, sound, light, or heat.
B. Performance By the end of the Quarter, learners are expected to:
Standards a. demonstrate an understanding that science processes are used to gain deeper understanding about forces and
energy that cannot be seen directly, including the properties of light, sound, and heat; and
b. apply their observation skills and objectivity to identify where energy is evident in their local communities and
how it is used by people.

C. Learning
Competencies Learning Competency 1: The learners identify that energy is something that can cause change including
and Objectives light, sound, and heat energy.
Lesson Objective 1: Recognize that energy exists in various forms and can be transferred from one object to another
and transformed from one form to another.
Lesson Objective 2: Identify and distinguish between different forms of energy, including light, sound, and heat
energy.
Lesson Objective 3: Recognize that light energy is a form of energy associated with the emission of visible light.
Lesson Objective 4: Provide examples of how light energy can cause changes, such as lighting up a room or
photosynthesis in plants.
Lesson Objective 5: Explain how sound energy can cause changes, such as producing sound in musical instruments
or conveying information through communication.
Lesson Objective 6: Describe how heat energy can cause changes, such as cooking food, melting ice, or heating a
room.
Lesson Objective 7: Recognize the importance of safety when dealing with energy sources and devices.

Learning Competency 2: The learners observe and identify sources and uses of light, sound, and heat energy
at school, at home and in the local community.
Lesson Objective 1: Define the concept of energy sources and how they are harnessed to produce different forms of
energy, such as light, sound, and heat.
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Lesson Objective 2: Identify sources of light energy at school, home, and in the community, such as electric lights,
sunlight, and candles.
Lesson Objective 3: Observe sources of sound energy, including musical instruments, electronic devices, and natural
sounds, in different settings.
Lesson Objective 3: Identify sources of heat energy, such as stoves, ovens, heaters, and the sun.
Lesson Objective 4: Develop an awareness of safety considerations when dealing with energy sources and devices,
emphasizing fire safety and prevention.
Lesson Objective 5: Apply the understanding of energy sources to improve energy efficiency at school, home, or in the
local community.

D. Content 1. Energy is Everywhere

2. Sources and Uses of Light, Sound, and Heat Energy
3. Light Energy from the sun
4. How to protect oneself from intense light, sound, and heat

E. Integration ● Araling Panlipunan: Economic Services of the Government on Light and Communication
● Health: One must be aware of light intensity and its effects to eyes
● SDG 12-Sustainable Cities and Communities - Responsible use of materials and energy resources in everyday life

II. LEARNING RESOURCES

● Canada Agriculture and Food Museum. (n.d.). Energy. Ingenium Canada - Agriculture.
https://ingeniumcanada.org/agriculture/education/educational-activity- kits/energy?
fbclid=IwAR2YtVj7TLSrALxJLRrFplvNAbcXxJep6wtD7BR4jt5drrDGoHTBoupHMxc
● Differentiated Teaching. (n.d.). A beginner’s guide to teaching energy. https://www.differentiatedteaching.com/teaching-energy-in-
science/#Teaching_Energy_Hands-on_Activities_Resources_and_Lessons.
● Gonzales, D. (2016). Waves: Physical Science - Grade 4. https://learning-in-action.williams.edu/education-
outreach/files/2018/05/Grade_4_Waves_S15_v5.2.pdf?fbclid=IwAR08-gdBwusDdWBB3pAkVK_etEjDoNh5EeNig8f0wM4i-
ZtJTPDqj4mXTQQ
● Kasas, J. et al. (n.d.). Science Grade 3 Teacher's Manual. Curriculum Development Division (CDD).
https://www.jica.go.jp/Resource/project/png/004/materials/ku57pq00003t6ut6-att/g3_science_tm_02.pdf

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● Kidsworldfun. (n.d.). Light Energy - Science Lessons for Grade 4 Students. https://www.kidsworldfun.com/learn-science/light-
energy.php
● Kidsworldfun. (n.d.). Sound Energy - Science Lessons for Grade 4 Students. https://www.kidsworldfun.com/learn-science/sound-
energy.php
● University of Washington (2014). Sound Energy Unit - Grade 4. Tools for Ambitious Science Teaching. https://www.esd112.org/wp-
content/uploads/4-sound-unit-all-in-one.pdf

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior 1. Short Review
Knowledge Using the skills in making a line
DAY 1 graph in the previous week, let
the learners graph the data
Problem-Solving shown in the table. You can make
Bantay, a playful Aspin, was enjoying his afternoon in their backyard. this as a group or an individual
Suddenly, a lizard fell in front of him. In a flash Bantay took off, covering a task. Let them share their
meter in hot pursuit. Graph Bantay’s motion using the data below. answers in class.

Time (seconds) Bantay's distance (meters)

0 0

1 1

2 3

3 3

4 4

5 7

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B. Establishing DAY 1
Lesson Purpose 1. Lesson Purpose
Use the activity entitled “Transfer of energy game”

TRANSFER OF ENERGY GAME (20 minutes)

The objective of this activity is to let the pupils understand that energy can be
transferred and can cause change. They will observe the transfer of energy from
themselves to the handkerchief, and from the handkerchief to the balls.

Instructions:
1. Have students sit in a circle around the handkerchief.
2. Have students hold onto the edge of the handkerchief and wave it up and
down.
3. Have students identify the source of the handkerchief’s energy.
4. Explain that the students are transferring energy from the movement of their
arms to the handkerchief.
5. Have students stop waving the handkerchief. Once it is still, place the balls on
it.
6. Have students wave the handkerchief again.
7. Experiment with manipulating the handkerchief in different ways, to make
the balls roll around, bounce gently, or bounce high.
8. Ask students to identify the source of the balls’ energy.
9. To prompt, ask students if they are touching the balls. Ask students what is
touching the balls.
10. Once students have identified that the balls are getting their energy from the
movement of the handkerchief, make the link to the complete transfer of
energy: students transfer their energy to the handkerchief, and the
handkerchief transfers this energy to the balls, making the balls move. This is
energy transfer in action!

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2. Unlocking Content Area Vocabulary

● Energy – is the ability to do work. This means that energy makes things
happen. The Sun, as the principal source of energy for the Earth, makes
other forms of energy possible.
● Energy Transfer - is the process of moving energy from place to place (or
from one object to another), but the form of energy does not change.

C. Deepening DAY 2
Understanding
SUB-TOPIC 1: Energy is Everywhere

1. Explicitation
In introducing the idea that energy is everywhere, the teacher will read the
story below:

"Whispers of Energy: A Day in a World of Wonders"

Once upon a time in the bustling town in the countryside, there lived a
curious group of 4th-grade friends – Emma, Alex, and Mia. One sunny
morning, their teacher, Mr. Diaz, announced an exciting journey into the
world of energy.

As the students settled into their seats, Mr. Diaz began, "Today, we're going
to discover the incredible tale of how energy is everywhere and how it causes
amazing changes."

The adventure started with Emma waking up in her cozy room. "Imagine
waking up to the warmth of the sun," Mr. Diaz said. "The sunlight streaming
through your window is a powerful energy that brings light to the world and
kick-starts the day."

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Eager to explore, the friends followed Emma's journey. "Now, let's think
about lunch," Mr. Diaz continued. "When Alex takes a bite of his mango, he's
enjoying the energy from the sun. The mango tree used sunlight to make
that delicious fruit. Energy from the sun is in the food we eat!"

As the day unfolded, the friends strolled through the town, noticing the
wind gently swaying the trees. "The wind carries energy too," explained
Mr. Diaz. "It can make the branches dance and even turn the blades of a
windmill. That's energy causing a change in the movement of things
around us."

Excitement filled the air as the friends entered their classroom. Mr. Diaz
pointed to the clock on the wall. "The ticking sound you hear is because of
energy – mechanical energy. It's like a tiny engine inside the clock that
makes it tick, showing the passage of time.

The adventure continued with Mia picking up her pencil. "When Mia writes
with her pencil, she's using energy from her muscles. But did you know the
pencil itself has stored energy? When she writes, she's transforming
potential energy into kinetic energy, causing a change on paper."

As the school day came to an end, the friends gathered their belongings.
Mr. Diaz smiled, "From the sunrise to the ticking clock, energy is all
around us. It brings light, grows our food, moves the wind, and powers our
tools. Now, think about the changes you've noticed today and how energy
played a part in each one."

With a newfound understanding, the 4th-grade friends left the classroom,

excitedly chatting about the incredible journey into the world of energy and
the changes it brings to their everyday lives.

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2. Worked Example
The purpose of telling the story "Whispers of Energy: A Day in a World
of Wonders" is to provide an engaging and accessible narrative that
introduces to the 4th-grade students the concept of energy being
everywhere and its ability to cause changes. Through the story, the aim
is to make the abstract idea of energy more relatable and
understandable for young learners by weaving it into relatable,
everyday experiences.

3. Lesson Activity

Energy Chain (10-15 minutes)

By building chains of energy transformations students see that the Sun is
a source of energy for living and non-living things. Energy transformations
allow us to turn some less useful forms of energy into forms of energy that
we need in everyday life.

Instructions:
1. Select one or more chains (see below for descriptions of chains 1 to 4).
Distribute the associated activity sheets to students.
2. Have students cut out each picture.
3. Have them arrange the pictures starting from the source of the energy
onto its last energy transformation.
4. Have them glue the remaining 3 pictures in the correct order.

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DAY 3
Day or Night?
Using the given table, write or draw an activity you do that uses energy in the
first column. Draw a sun in the next column beside the activity if you do this
activity during the day. Draw a moon in the next column beside the activity if
you do this activity in the evening or at night.
Activity Day or night?

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Process Question:
Do you save more energy during the day or night?

DAY 3
SUB-TOPIC 2: Sources and Uses of Light Energy

1. Explicitation
Brainstorming Session
Students could brainstorm a list of objects that are sources of light. The
teacher could also let them distinguish if the object that they have identified
emits their own light and those that require an external source of light to be
seen. This is an opportunity for teachers to distinguish between objects that
emit light and objects that can only be seen when light reflects from them
and into the eyes of the viewer.

2. Worked Example
The teacher can address common misunderstandings about light sources
that students may have. For example, students might think the window is a
source of light or that the moon makes its own light. It's important not to
ignore these ideas. Changing the explanations students have come up with
to understand their world takes a lot of time, evidence, and hands-on
experience.

3. Lesson Activity
Light Investigation
Instructions: Investigate possible sources of light in the home and school and
record your observations using the table below. Put a check mark on the
corresponding box of your answer. For example, if the object is a light source,

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check the light source box next to the object. If not, check the Not a You may give this as an
light source box. assignment or a group activity,
as long as the results should be
reported in the class.

Students are encouraged to talk

about the advantages and
disadvantages of being exposed
to light at home and school. On
the positive side, light sources
help us see in dark places, and
sunlight exposure can boost our
vitamin D production. However,
some light sources can have
health effects. Students should
be advised, for instance, about
the potential risks of prolonged
sun exposure and ways to
prevent health issues like
sunburn and eye strain from
looking at bright lights.

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D. Making DAY 4
Generalizations In this activity, let the students
1. Learners’ Takeaways answer the following questions
on a piece of paper. Then, you
Predictions Observations Conclusion can group or pair them with
Values Integration: Saving Energy! (activity)
A lot of energy is wasted by
Notusing
a more than we need. Saving energyNot
Cannot means
a their seatmate to share their
Object
using less energy by
Light not wasting
light it and using
Can see only
see the energy
Light we need.
light answers. Invite volunteers to
Source source light light Source source share their answers in front.
How can you save energy?
Ball

Mirror

Lamp
I already save energy by:
Chair

etc

In the future, I will try to save energy by:

2. Reflection on Learning
Share your answers in the Saving Energy! Activity to a group or in the class.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

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A. Evaluating 1. Formative Assessment (20 minutes) Answer Key:

Learning I. Multiple Choice
Read carefully the questions below. Choose the correct answer from the choices Test I
below each question. Encircle the letter corresponding to the correct answer. 1. c
2. c
1. What happens to energy when it is transformed? 3. c
a. It disappears. 4. a
b. It becomes louder. 5. a
c. It changes from one form to another.
d. It turns into water. Test II
1. True
2. When people use our natural resources wisely, they are our 2. False
natural resources. 3. True
a. Renovating 4. False
b. Condensing 5. True
c. Conserving
d. Pollinating

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3. Which sentence is not true about heat energy (thermal energy)?

a. Heat can only move from warm to cool place.
b. Heat energy can be felt as warmness.
c. Heat moves from cool to warm place.
d. Heat can change states of matter.

4. Which of the following is an example of light energy being used

for communication?
a. Traffic lights
b. Microwave oven
c. X-ray machine
d. Laser surgery

5. Which of the following sources of light is natural?

a. Sun
b. Lamp
c. Candle
d. Flashlight

II. True or False. Read carefully the statements below. Write True if
the statement is true; otherwise, write False on the blank space before
each number.

1. The Sun is the main source of energy on Earth.

2. Energy exists only in certain places, not everywhere.

3. Too much exposure to sunlight will harm our body.

For item no. 4, please refer to the images below.

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4. The correct order of energy transfer is: sun → an eating kid → kids
playing → vegetables.

5. Appliances such as electric fans should be turned off when they are
not used.

B. Teacher’s Note observations

Remarks on any of the Effective Practices Problems Encountered
following areas:

strategies explored

materials used

learner engagement/
interaction

others

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C. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my learners play in my lesson?
What did my learners learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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