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Lesson Exemplar Quarter

Quarter 4
Lesson 1 1
Lesson

for Science 1
for Science
Lesson Exemplar for Science 4
Quarter 4: Lesson 1 (Week 1)
S.Y. 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:
• Dr. Berhana I. Flores (Western Mindanao State University)

Validator:
• Dr. Randel D. Estacio (Quezon City University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
SCIENCE (EARTH AND SPACE SCIENCE) / QUARTER 4 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:

Standards 1. Soil and water resources are needed by plants and animals to live and grow.
2. Characteristics of the weather can be observed and measured.
3. The Sun is a ball of hot gases about 100 times the size of Earth, which radiates light energy needed by living
things.

B. Performance By the end of the Quarter, learners use simple equipment to identify how types of soil hold water to support the growth
Standards of plants. They use instruments and secondary sources to measure and describe the characteristics of weather and
use the information to make predictions about weather patterns in their local area. They demonstrate appreciation for
the dangers of extreme weather events and use safe practice to protect themselves if they are caught in bad weather.
Learners use personal observations and reliable secondary information sources to describe the Sun and explain its
importance to life on Earth.

C. Learning Learning Competencies

Competencies 1. participate in guided activities using simple equipment to compare different types of soil including sandy, clay, silt,
and Objectives and loam, including comparing the ability of the soils to hold water; and
2. participate in a guided investigation to identify the effect of different types of soil on the growth of plants.

D. Content Soil
- What is Soil (Importance of Soil for Plant Growth)
- Different Types and Characteristics of Soil
- Soil absorption Capacity

E. Integration • Creativity and innovation

• Environmental awareness (Environmental Literacy)
• Collaboration

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II. LEARNING RESOURCES

Delos Reyes, R. L. (2022). Science Links. Quezon City: REX Publication.

Campbell, C., & Tytler, R. (2007). Views of student learning. In V. Dawson & G. Venville (Eds.), The Art of Teaching Primary Science (pp. 23-
41). Australia: Griffin Press.

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1: SHORT REVIEW The teacher will show a picture
Knowledge of the earth (or provide a globe)
Earth Systems: The students will identify the different systems of the earth, in class. The teacher may ask
emphasizing the non-living systems of the planet. the guide questions to students
to activate their prior knowledge.
At this point the teacher should
emphasize the non-living
components of the planet
(lithosphere, hydrosphere, and
atmosphere).

Source: https://www.google.com/search?q=free+picture+of+the+earth&sca_esv

Instructions: Present a picture of the planet earth or a globe to the class and
then start a classroom discussion by asking the guide questions below.

Guide Questions:
1. Can you describe the picture?
2. Can you identify the earth’s system four spheres?
3. Can you describe lithosphere, hydrosphere, and atmosphere? What are their
commonalities?
4. Can you give at least three non-living things that are found in our planet?

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B. Establishing 1. Lesson Purpose
Lesson Purpose
Topic: Soil
Provide the TWLH Chart to the class. Tell the class that they will need to complete Fill the “what we think we know”
the table at the end of the class. To complete it, ask the students to fill out the and “what we want to know” in
table, particularly the “T” column wherein they will write the things that they the TWLH chart as the students
already know about soil, and the column “W” column wherein they need to write start to answer and raise
the things that they want to know about soil. questions.

What we THINK What we WANT What we HOW we know

we know to know LEARNED “H”
“T” “W” “L”

Show the picture of soil given below:

Source: https://www.google.com/search?q=free+picture+of+a+girl+holding+a+soil&sca_esv

After showing the picture, ask the following questions:

1. Can you describe the given picture?
2. Have you ever wonder how soil is being formed?

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 • Begin the discussion with a short video or interactive presentation that
highlights the composition, formation, types, and the importance of the
soil.
• Prompt a class discussion by asking students to share their personal
observations about how soil is being formed.
• Ask the students to describe the soil composition and compare different
types of soil that they see in their surroundings.
• Explain to the class that understanding the process of how soil forms, its
compositions, and types can help them to appreciate more the uses and
importance of the soil.
• The teacher may introduce how to conserve the soil.

2. Unlocking Content Area Vocabulary

Unscramble Word Game

1. Introduce to the class the concept of unscramble word game.
2. Present to the class the given unscrambled words and ask the students to
re-arrange the letters to create a word that corresponds to the meaning of
the word given by the teacher. The teacher will post
unscrambled word on the board.
Meaning: It is the loose particles that make up the surface of the Earth. The teacher will give the
Unscrambled word #1: IOSL meaning of the word then the
Answer: SOIL students will arrange the letters
to form the word.
Meaning: It is the introduction of harmful materials into the environment.
Unscrambled word #2: TOLIOPNLU
Answer: POLLUTION

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C. Developing and SUB-TOPIC 1: WHAT IS SOIL? (IMPORTANCE OF SOIL FOR PLANT GROWTH)
Deepening
Understanding 1. Explicitation During the sharing, the
discussion should give focus on
Have the student work in pairs (Think-Pair-Share). Let them visit the school some of the characteristics of soil
garden. Allow them to observe the soil in the garden. Using the Venn Diagram such as color, texture, and ability
found in Worksheet 1, let them describe two types of soil found in the garden. to hold water. The characteristics
Have a short sharing of their observation in the class. of soil vary according to the place
where it is found. The teacher
The teacher may ask the following questions during the sharing: should also emphasize that there
1. How will you describe the soil in our school garden? are kinds of soil that can hold
2. What is its color? Are the particles big or small? much water while others drains
3. Can it hold much water? water easily. Both kinds of soil
are not good for growing plants.
2. Worked Example

Soil is crucial in various aspects of the Philippines, influencing agriculture,

economic activities, and environmental sustainability. Examples include
the suitability of clayey soils in Central Luzon for rice farming, sandy loam
soils in Mindanao for banana plantations, and volcanic ash soils in Bicol
supporting coconut cultivation. Soil quality is vital for backyard vegetable
gardens, rehabilitation of mined areas, urban development in Metro
Manila, disaster risk reduction in the Cordillera, and construction of
aquaculture ponds in regions like Visayas. These examples highlight the
multifaceted importance of soil in shaping the country's livelihoods and
ecosystems.

3. Lesson Activity
The roles in the “Team Jobs” may
1. Divide the class into five (5) groups. Each member of every group will be introduced earlier to facilitate
decide on their specific role that they will play within their group (Team classroom management during
Jobs). Along with each role are color-coded visors with their corresponding group activities. The roles may be

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 meaning (Manager-Red; Speaker-Blue; Director-Green; Reports assigned to other team mates on
Coordinator-Yellow). the succeeding activities.
2. Provide each group with the copy of the activity titled “Identifying the effect
of different types of soil on the growth of plants”
3. Remind the teammates of their roles.
4. Students perform the activity as directed and answer the questions
provided in the worksheet.
5. Ask the students to present their output in class.

DAY 2: SUB-TOPIC 2: DIFFERENT TYPES AND CHARACTERISTICS OF SOIL

1. Explicitation During sharing, the teacher

should emphasize that the types
• To enhance understanding, conduct a simple demonstration. Show how of soil include sandy, clay, silt,
different types of soil respond to water by pouring water onto samples of and loam.
sand, silt, and clay. Discuss the observed differences in water absorption,
drainage, and texture. Discussion should emphasize
that different types of soil have
• Relate the discussion to students' everyday lives. Ask questions like, "Have different capability of absorbing
you ever noticed different types of soil in your backyard or a park?" water that may be good or bad
Encourage personal anecdotes and observations. This helps bridge the gap for growing plants.
between theoretical knowledge and practical experiences.
The following should be
2. Worked Example emphasized when discussing
about the result of the activity:
In the Philippines, various soil types play distinct roles in agriculture and 1. Plants grow best in loam soil
land use. Examples include clayey soils in Central Luzon, ideal for rice because it contains humus. This
cultivation; sandy loam soils in Mindanao, suitable for banana plantations; type of soil can hold enough
volcanic ash soils in Bicol, conducive to coconut farming; and silty soils in water and it has minerals to
Cagayan Valley, favorable for crops like corn and vegetables. Other notable sustain plant growth. 2. Water is
soil types include limestone soil in Palawan, alluvial soil in the Ilocos needed for the growth of plants.
Region, lateritic soil in Eastern Visayas, peat soil in Agusan Marsh, and
lapilli soil in Camiguin. Recognizing and utilizing these soil characteristics

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 are crucial for sustainable and productive land management in various
regions of the Philippines.
In this part of the lesson
explanations and scientific terms
3. Lesson Activity
are provided to students to help
them develop their ideas further.
1. Divide the class into five (5) groups. Each member of every group will
decide on their specific role that they will play within their group (Team The teacher should already
Jobs). Along with each role are color-coded visors with their corresponding emphasize that aside from soil,
meaning (Manager-Red; Speaker-Blue; Director-Green; Reports plants also need water in order
Coordinator-Yellow). to grow. Like plants, animals
2. Ask the students to go over Worksheet number 2 titled “Identifying Types of also need water in order to
Soil”. survive and grow.
3. Remind the teammates of their role.
4. Students need to perform the activity as directed and answer the questions Students apply what they have
provided in the worksheet. learned to new situations
5. Allow the students to present their output to the class. through performing a specific
6. After the presentation of outputs and discussion, divide the class into task.
groups with three members. Ask them to make a slogan, wherein it should
convince other people to stop engaging in activities that can pollute our Students evaluate what they
soil. They can write their slogan on one-eight illustration board, and they have learned and learning is
may use coloring materials to make their slogan more attractive. assessed by the teacher through
7. Students’ output will be graded using the scoring rubrics provided in this the use of a rubric.
exemplar.
Students’ performance tasks will
be assessed by the teacher
SUB-TOPIC 3: SOIL ABSORPTION
through the use of a rubric.
1. Explicitation
Materials for “Sponge Relay” in
the Elicitation part:
1. Start the lesson by playing the “Sponge Relay” game. Divide the class into
small groups and assign each group a large sponge. And place a large tray
7. Large sponges (enough for
or plastic sheet in front of each group to contain any mess.
each student or small
2. Explain to the students that the sponge represents soil, and their goal is to
group)
understand how different types of soil absorb water.

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 3. Introduce the different soil samples (sand, clay, and loam) and briefly 8. Watering cans or buckets
discuss their characteristics. filled with water
4. Place small containers or pots labeled with the type of soil on the trays or 9. Different types of soil
plastic sheets in front of each group. And instruct them to dip their sponge samples (sand, clay, and
into the water and then squeeze it over each type of soil container, loam)
simulating the process of watering the soil. Encourage students to observe 10. Small containers or pots
and discuss how the sponge (soil) absorbs or repels water for each soil for each soil type
type. 11. Labels for each soil type
5. Ask guiding questions to prompt discussions, such as: 12. Large tray or plastic sheet
1. How does the sponge feel after absorbing water? for each group
2. Did all types of soil absorb the same amount of water?
3. What do you think will happen when real plants are watered in
these different soils?
6. Facilitate a class discussion based on their observations, introducing key
concepts related to soil absorption. And relate the activity to the
importance of soil in supporting plant growth and the water-holding
capacity of different types of soil.

2. Worked Example

Soil absorption in the Philippines is crucial for various applications,

emphasizing its significance in sustainable land management. Examples
include terraced farming in the Cordillera to prevent erosion, rainwater
harvesting in Palawan to replenish groundwater, flooded rice paddy fields
in Central Luzon supporting rice cultivation, and urban green spaces in
Metro Manila aiding in flood control. Mangrove ecosystems in Bicol
contribute to soil stabilization, while soil amendments in Mindanao
plantations optimize water retention. Wastewater treatment in Cebu
employs soil absorption for purification, and disaster resilience efforts in
Leyte integrate soil absorption principles to minimize the impact of heavy
rainfall. These examples showcase the diverse roles of soil absorption in
shaping agriculture, water resource management, and disaster
preparedness in the Philippine setting.

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 3. Lesson Activity
1. Provide each group with the copy of the activity titled “Comparing How
Different Types of Soil Absorb Water”.
2. Again, remind the teammates of their role.
3. Ask the students to perform the activity as directed and answer the
questions provided in the worksheet.
4. Ask the students to present their output to the class.
5. Let the students work in triads. Their task is to collect different types of
soil (clay, loam, silt, sand, and gravel). They will display their collection
using the following materials: ziplock plastic and a piece of 15x15 inches
plywood. Students will be asked to discuss in class the five characteristics
of each type of soil.
6. Students’ output will be graded using the scoring rubrics provided in this
exemplar.
7. Discuss the real-world implications of soil absorption, connecting it to
agriculture, gardening, and water management. Encourage students to
think about how understanding soil absorption can be beneficial in
different contexts.

D. Making DAY 3: Note: This may be done as

Generalizations 1. Learners’ Takeaways individual or group work.
Concept Map
Allow the students to
13. Ask the students to answer Worksheet 8.
demonstrate their learning by
14. Ask the students to outline in the concept map what they have learned in
coming up with a concept map.
the lesson. Utilize the given concept map below:
The teacher will provide the BIG
WORDS while the rest of the
SOIL concepts/ideas will be provided
by the students. Students may
also use connecting words as
needed.
Characteristics Types Importance/Uses Conservation

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 2. Reflection on Learning

1. Present the TWLH Chart.

2. Let the students reflect and check if their answers in the “T” column are
correct. Ask them also if their answers in the “W” column were addressed
during the lesson and the conduct of the various activities.
3. Lastly, ask the student to complete the “L” and “H” columns of the TWLH
Chart.
What we What we WANT What we HOW we know
THINK we to know LEARNED “H”
know “W” “L”
“T”

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

A. Evaluating DAY 4: Assessment should be carried

Learning 1. Formative Assessment out throughout the lesson in
the form of discussions and the
Direction: Read each question carefully. Write the letter of the correct answer in written responses to the
the space provided before each number. various activities.

_____ 1. Which of the following is NOT a characteristic of soil? Answer Key:

a. texture b. color c. weight d. ability to hold water 1. c
_____ 2. Mang Tino plans to use soil in his garden that has humus. What kind of 2. b
soil should he use? 3. a
a. clay b. loam c. sand d. silt 4. d
_____ 3. Which type of soil can hold a lot of water? 5. d
a. clay b. loam c. sand d. silt 6. a
7. c.
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_____ 4. Which of the following statements is NOT TRUE? 8. d.
a. The color of soil is due to the kinds of materials present in it. 9. b
b. Black soil is rich in organic matter such as decaying plants and 10. d
animals.
c. Black soil is a very fertile soil.
d. Red or brown soil contains iron and is as fertile as black soil.
_____ 5. Soil is also used as construction materials. Which soil is best used as
construction materials?
a. loam and gravel c. silt and gravel
b. sand and loam d. sand and gravel
_____ 6. Which type of soil is used for making pots?
a. clay b. loam c. sand d. silt
_____ 7. Which of these materials is biodegradable?
a. rubber b. metals c. tissue d. rubber
_____ 8. Which of the following is considered a pollutant?
a. waste from mines and factories
b. insecticides
c. fertilizers
d. all of the above
_____ 9. Which of the following practices does not show soil conservation?
a. Observe proper waste disposal
b. Use too much fertilizer and pesticide.
c. Use organic fertilizers made from biodegradable materials.
d. Protect the topmost layer of the soil by not digging unnecessarily.
_____ 10. Soil is essential to…
a. plants
b. animals
c. humans
d. All of the above

Direction: Answer the question below.

Soil pollution is a condition where soil contains materials that make the soil unfit for
soil. As a Grade 4 student, how will you help prevent soil pollution?

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 2. Homework (Optional)
Journal Writing

Plants grow well when planted on rich soil. What would be the
equivalent of rich soil in a person’s growth and development. Write
your reflection below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

A. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

B. 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?

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▪ students
What roles did my students play in my lesson?
What did my students 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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