Republic of the Philippines

Department of Education
Unpacked Learning Competencies
Grade 4 Science – First Quarter

Content Content Standards Learning Competencies Unpacked Learning Competencies

1. Science 1. Science inventions 1. use information from secondary 1. Name a famous Filipino or foreign
inventions have sources to identify a famous Filipino scientist and their corresponding
brought about major and/or foreign scientist and their invention
changes invention/s
2. Explain how the inventions work
to our daily lives.
3. Discuss these inventions benefit the
society
4. Present a simple essay on how the
inventions improve the quality of life
2. use information from the home or 1. Identify science inventions found at
the local community to identify a home and/or local community
science invention and explain its 2. Explain how these inventions help
impact on their everyday life;
people in their daily lives
3. Present a graphic organizer to
highlight local community inventions
and their uses
2. Materials and 2. Chemical properties of 3. describe the chemical properties of 1. Enumerate materials that can be
their uses materials determine materials, such as they can be burned, react with other materials and
their burnt, react with other materials, or degradable or biodegradable
uses are degradable or biodegradable
2. Classify materials that are capable of
burning, reacting with other materials
and degradable or biodegradable
3. Discuss the different chemical
properties of materials such as but not
 limited to being burnt, react with
other materials and degradable or
biodegradable
4. describe changes in properties of 1. Define change in properties of
materials when exposed to certain materials
changes in temperature, such as 2. Describe what happens when wood or
changes when wood or coal are
coal are burned
burned
3. Explain the change on the properties
of materials when heated or cooled.
5. demonstrate ways to minimize 1. Identify harmful effects of burning
harmful changes in materials, such waste materials and irresponsible
as restriction of burning of waste handling of reactive materials
materials, and care in handling
2. List down ways to minimize harmful
reactive materials;
changes in materials, such as
restriction of burning of waste
materials, and care in handling
reactive materials
3. Perform ways/ activities at home that
could help minimize harmful changes
in materials
4. Perform precautionary measures in
handling reactive materials
6. identify issues and concerns in the 1. Enumerate issues and concerns that
local community and how they could are experienced in the local
be addressed by science, such as the community
treatment of waste
2. Discuss ways on how these local
issues and concerns are being
addressed by Science
3. Gathering 3. Communication skills 7. apply science process skills and 1. Describe guided survey as a way of
scientific and open mindedness attitudes in conducting a guided gathering data
information are needed in solving survey about environmental issues 2. Write survey questions about
environmental issues. and concerns including grouping and environmental issues and concerns
classifying, communicating, and 3. Group and classify gathered data
open mindedness.
about environmental issues and
concerns
4. Show open-mindedness and practice
communication skills in conducting a
guided survey

Unpacked Learning Competencies

Grade 4 Science – Second Quarter
 Content Content Standards Learning Competencies Unpacked Learning Competencies
Systems in plants Animals and plants have 1. describe in simple terms how the 1. Name the human body system
and animals systems that function to following human body systems (muscular, skeletal, digestive,
keep them alive. work: muscular, skeletal, circulatory, and respiratory)
digestive, circulatory, and
2. Explain the main functions of the
respiratory
different human body sytems
2. observe the root and shoot 1. Identify the different types of root and
system in plants and describe shoot system and their functions
why they are important 2. Give examples of plants showing each
type of the root and shoot system
3. Discuss the importance of the root
and shoot system in plants
Plants and Animals and plants live 3. use a drawing or diagram to 1. Identify plants and animals that live in
animals and their in habitats that meet classify some Philippine animals the Philippines
habitats their basic needs. and plants, based on their 2. Group plants and animals based on
habitat: some live on land
their habitat
(terrestrial), live in water
(aquatic) or fly in the air (aerial); 3. Discuss why plants and animals live in
a particular habitat
4. Make a graphic organizer that shows
the classification of plants and
animals based on their habitat
4. make a list or draw up a table 1. Identify plants and animals that live in
with examples of animals and a particular habitat, such as a garden,
plants in a particular habitat, rice field, seashore, and mangrove
such as a garden, rice field,
swamp.
seashore, and mangrove swamp;
2. Explain why these plants and animals
live in a particular habitat, such as a
garden, rice field, seashore, and
mangrove swamp.
 3. Draw a table of plants and animals
that live in a particular habitat, such
as a garden, rice field, seashore, and
mangrove swamp.
Life cycles of Animals have life cycles 5. use flow charts to compare the 1. Define life cycle.
animals that include different stages in the life cycle 2. Discuss the different stages in the life
development and of animals, such as a butterfly, cycle of animals such as a butterfly,
reproduction. frog, chicken, and human;
frog, chicken, and human.
3. Compare the different stages in the
life cycle of animals such as a
butterfly, frog, chicken, and human.
4. Make flowcharts to compare the
different stages in the life cycle of
animals such as a butterfly, frog,
chicken, and human.
Animals and the Animals can be grouped 6. use information from secondary 1. Describe animals according to the
food they eat according to the food sources to group animals food that they eat.
that according to the food they eat. 2. Classify animals according to the
they eat. Some are:
food that they eat.
a. plant eaters (herbivores),
b. meat eaters (carnivores), and 3. Construct a table to group animals
c. plant and meat-eaters according to the food that they eat
(omnivores); and

5. Food chains Food chains show a 7. draw a simple food chain using 1. Define food chain
series of living things living things from the Philippines 2. Identify living organisms in the
that depend on each and label them as herbivores, Philippines and the food that they
other for food. carnivores, and omnivores.
eat
3. Classify living organisms as
herbivores, carnivores and
omnivores
 4. Draw a simple food chain and label
the organisms as herbivores,
carnivores and omnivores
Using drawings, tables,
and flowcharts is an
important skill in
learning science
concepts and in learning
about science processes.
 Unpacked Learning Competencies
Grade 4 Science – 3rd Quarter

Content Content Standards Learning Competencies Unpacked Learning Competencies

Forces and Science processes help 1. participate in guided activities to 1. Classify rigid and soft objects that
movement in observing and discover and predict how rigid can be moved or changed in shape
predicting how things and soft objects can be moved 2. Distinguish the rigid and soft
move. and/ or changed in shape
objects which can be moved or
changed in shape
3. Explain the process on how rigid
and soft objects can be moved or
changed in shape
4. Formulate the steps in moving or
changing the shape of rigid and
soft objects
Observing, Pushes and pulls can 2. measure accurately the distance 1. Determine the accurate
measuring, and change the position and and time when things move measurement of distance and
predicting shape of objects using simple equipment; time when things move using
simple equipment
2. Compare the distance and time
when things move using simple
equipment
3. Label accurately the distance and
time when things move using
simple equipment
3. identify that how far an object 1. Compute for the distance
moves in a given time is called travelled by an object in a given
speed: time
2. Compare the speed of moving
objects
 3. Explain the different factors that
affect the speed of an objects
4. Create poster, slogan, poem and
song that showcase speed
activities
Gathering scientific 4. construct and label simple 1. Compare and contrast the graphs
information helps graphs of different speeds formed by the motion of objects of
explain the behavior of including stationary and uniform different speed
speeds, both fast and slow;
objects and materials 2. Construct a distance-time
graph/line graph based on a given
set of data
5. participate in guided activities to 1. Identify activities that show push
demonstrate that pushes and and pull
pulls can be used to change the 2. Compare the direction, speed, and
speed and direction of an object
distance of objects when push and
including making it go faster,
turn into a different direction pull is applied
3. Demonstrate how push and pull
can change the direction of an
object
4. Design materials that show push
and pull movements
6. demonstrate through guided 1. Identify activities that can be used
activities that pushes and pulls to change the speed and direction
can be used to change the speed of an object
and direction of an object
2. Understand that an object
changes speed and direction
when force is applied
3. Show ways on how pushes and
pulls change the direction and
speed of an object
 4. Apply push and pull to show
changes in the speed and
direction of an object
5. Explain how pushes and pulls can
start, stop, or change the speed
and direction of an object
7. determine how forces can 1. Identify how forces can change
change the shape of an objects the shape of an object such as
such as when they are pushed, when they are pushed, pulled,
pulled, stretched, bent, twisted,
stretched, bent, twisted, or
or squeezed;
squeezed
2. Explain how forces can change
the shape of an object such as
when they are pushed, pulled,
stretched, bent, twisted, or
squeezed
3. Demonstrate how forces can
change the shape of an object
such as when they are pushed,
pulled, stretched, bent, twisted, or
squeezed
Magnets Magnets affect some 8. carry out guided investigations to 1. Identify objects that attract/repel
objects and materials identify the properties of to magnets
without touching them magnets, including how they 2. Distinguish the properties of a
affect other magnets and objects
magnet
made of different materials
3. perform experiments that identify
the properties of magnets,
including how they affect other
magnets and objects made of
different materials
 9. identify examples of how objects 1. Name examples of how objects
can affect other objects even can affect other objects even
when they are not in contact with when they are not in contact with
each other, such as magnets
each other, such as magnets
attracting other objects, light
from the sun affecting our eyes, attracting other objects, light from
and skin, and loud noises hurting the sun affecting our eyes, and
our ears skin, and loud noises hurting our
ears
2. Explain how objects can affect
other objects even when they are
not in contact with each other,
such as magnets attracting other
objects, light from the sun
affecting our eyes, and skin, and
loud noises hurting our ears
Sound, light, and Energy is present 10. identify that energy is something 1. Define energy
heat energy whenever there is that can cause change including 2. List down examples of materials
movement, sound, light, light, sound, and heat energy that can cause change including
or heat
light, sound and heat energy
11.Observe and identify sources and 1. Identify the sources and uses of
uses of light, sound, and heat light, sound, and heat energy at
energy at school, at home and in school, at home and in the local
the local community
community
2. Explain the sources and uses of
light, sound, and heat energy at
school, at home and in the local
community
 SCIENCE 4
Unpacked Learning Competencies
Fourth Quarter

Content Content Standards Learning Competencies Unpacked Learning Competencies

Soils Soil and water resources 1) participate in guided activities using 1. Identify types of soil
are needed by plants simple equipment to compare 2. Describe the characteristics of the
and animals to live and different types of soil including different types of soil
grow. sandy, clay, silt, and loam, including
3. Use simple equipment to compare
comparing the ability of the soils to
hold water the ability of soil to hold water

2) recognize that water is one of the 1. Recognize that water is one of the
basic needs of plants and animals basic needs of plants
2. Recognize that water is one of the
basic needs of animals
3) participate in a guided investigation 1. Identify the effects of different
to identify the effect of different types of soil on the growth of plants
types of soil on the growth of plants 2. Describe the effects of different
types of soil on the growth of plants
3. Show the effects of the different
types of soil on the growth of plants.

Characteristics of Characteristics of the 4) identify some of the basic 1. Define weather

weather weather can be characteristics used to describe the 2. Identify the basic characteristics used
observed and measured. weather, such as air temperature, air to describe weather - Air temperature,
pressure, wind speed, wind direction,
air pressure, wind speed, and wind
humidity, rain, and cloud cover;
direction
 3. Identify the basic characteristics used
to describe weather - humidity, rain, and
cloud cover
5) use weather instruments to measure 1. Name weather instruments used to
and record some of the measure and record weather
characteristics of weather during a characteristics
school day;
2. Determine the use of the weather
instruments
3. Use weather instruments to measure
and record air temperature, wind speed,
and wind direction during a school day
4. Use weather instruments to measure
and record humidity, rain, and cloud
cover during a school day
6) examine a local weather chart to 1. define weather chart
make simple interpretations about 2. Identify weather components in the
the local weather and how it might local weather chart
change and describe and practice
3. Make simple interpretations on local
safety precautions to use during
poor or extreme weather conditions; weather charts
4. Practice safety precautions during
typhoons
5. Practice Safety precautions during El
Niňo
6. Practice Safety precautions during La
Niňa
. Characteristics The Sun is a ball of hot 7) describe some of the overall 1. List down the different characteristics
of the Sun gases about 100 times characteristics of the Sun, such as its of the sun
the size of Earth, which composition, its size, and the main 2. Describe the sun based on its
energy it radiates;
radiates light energy composition, size, and energy it radiates
needed by living things.
8) describe the changes in the direction 1. Measure and record the length and
and length of shadows from a direction of a shadow stick at a different
shadow stick and use the information time of the day.
to infer why the Sun changes
2. Describe the changes in the length of
position during a day;
the shadow and the directions of the
shadows
3. Explain why and how the changes
happen
9) make suggestions about the 1. List down ways by which the Sun helps
importance of the Sun to living living things.
things for a group or class discussion 2. Confirm listed items and record ideas
and confirm and record ideas by
by referring to a trustworthy secondary
referring to trustworthy secondary
sources of information. source of information