KALAYAAN ELEMENTARY Grade Level and
School: SCHOOL Section: 4-
Teacher: LENY A. FORTUNO Subject: SCIENCE
FOURTH
Teaching Date: February 18, 2025- TUESDAY Quarter: QUARTER
Scheduled
CLASSROOM OBSERVATION
Time: Rater’s Signature:
OBSERVED INDICATORS: 1, 2, 3, 4, & 5 ANNOTATION DURATIO
N
40
I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES MINUTES
The learners learn that:
A. Content 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.
Standard 3. The Sun is a ball of hot gases about 100 times the size of Earth, which radiates
energy needed by living things.
By the end of the Quarter, learners use simple equipment to identify
how types of soil hold water to support growth of plants. They use
instruments and secondary sources to measure and describe the
characteristics of weather and use the information to make predictions
B. Performance
about weather patterns in their local area. They demonstrate
Standard 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. Content Recognizing that water is one of the basic needs of plants and animals
D. Learning
Competencies Recognize that water is one of the basic needs of plants and
and animals.
Objectives
Creativity and innovation
● Environmental awareness (Environmental Literacy)
E. Integration
● Collaboration
● Clean Water and Sanitation (SDG 6)
F. Lesson Water as Basic Need of Living Things
Content
II. LEARNING RESOURCES
Department of Education. (2023). MATATAG Curriculum Phase 1
a. References SY 2024-2025. Retrieved from
https://www.deped.gov.ph/matatagcurriculumk147/
Needs OS living things. What five basic things do living things need to survive? (2021,
September 27). Eschooltoday | Learn something new today.
b. Other https://eschooltoday.com/learn/introduction-to-needs-of-living-things/
Science grade 4 q4 week 2 sources of water [Video]. (2021, June 14). YouTube.
Learning https://youtu.be/eS8l_KU7D7k?si=fBPHq25yO36XidNN
Resources Uses of water | Importance of water | Water and it's uses | Uses of water for kids | Use
of water [Video]. (2020, September 29). YouTube. https://youtu.be/rUQEm3UYu5M?
si=Cu3v2tVv2HmGsWpq
III. TEACHING AND LEARNING PROCEDURE
a. Greetings
b. Prayer
c. Checking of Attendance
d. Review
a. Preliminaries
b. Activate Prior Today, we will investigate the significance of water for all living Applicable COT
Indicators: 2 AND 5
organisms. We will begin by viewing a unique video that Ensured the positive
demonstrates the crucial importance of water for animals, plants, use of ICT to facilitate
and humans. Following the film, we will engage in a discussion the teaching and
learning process.
and then participate in a creative brainstorming session. Are you
ready to explore the mysteries of water? Let's get started!
The teacher shows a video clip on water.
Discussion Time:
After the
presentation,
conduct a
Knowledge discussion with the
pupils discussing
the significance of
water as an essential need for all living organisms.
Ask basic queries to stimulate their thought process,
like:
1. What did you see in the video that showed animals
needing water?
2. Why do you think plants need water to grow?
3. How do people use water to stay healthy?"
Lesson Purpose: Unlocking Difficulties Applicable COT
Indicators: 3
Fill out the table below to tell us what you THINK you
know about water and what you WANT to know about it. Used a range of
teaching strategies that
enhance learner
c. Lesson achievement in literacy
and numeracy skills
Purpose/Intentio
n
Sources of Water (Part 1) (10 minutes) Applicable COT Learning
Disabilities
Indicators: 7 and 8
Objective: To identify the different sources of water. Design, adapt and (e.g., ADHD,
Materials Needed: pictures of different sources of water implement teaching Dyslexia):
Instructions: strategies that are
responsive to Short, Focused
1. Look at the pictures on your table. Each picture shows a learners with Lessons:
different source of water. disabilities, Break the
lesson into
giftedness and smaller,
talents. manageable
chunks. For
example, first
focus on what
. Planned and water is, then
delivered teaching its uses, and
strategies that are finally,
d. Lesson responsive to the conservation.
special educational
Language needs of learners in Use of Visuals:
Practice difficult Incorporate
2. Write the name of each water source in the table below. circumstances*, colorful
3. After completing the worksheet, discuss with your classmates including: pictures,
geographic isolation; simple charts,
what you learned about each water source. chronic illness; and diagrams
displacement due to to explain key
armed conflict, concepts.
Processing Question: urban resettlement
Movement
Which water source do you think is the most important for living or
Integration:
Allow students
things? Why? disasters; child to move (e.g.,
abuse and child using water-
labor practices. related props
or participating
in water
experiments)
to maintain
engagement.
e. Reading the The Magic of Water: A Short Story Applicable COT
Indicators: 1AND 4
Once upon a time, in a peaceful village surrounded by lush green fields, there lived a
wise old tree named Willow. Willow had seen many seasons come and go, and she
knew the secret to the village's happiness. Every morning, the sun would shine, and Used effective verbal
the rain would fall, filling the world with life. But there was one thing that made it all and non-verbal
classroom
possible—water. communication
One bright sunny day, a curious little boy named Timmy sat under Willow’s shade. strategies to support
"Willow," Timmy asked, "why do plants and animals need water?" learner understanding,
Willow smiled and began to tell Timmy a story. participation,
"Long ago, when the earth was dry, plants and animals had a hard time living. The engagement and
trees were weak, and the flowers couldn’t bloom. Animals wandered around, thirsty achievement.
and tired. But one day, the rain came, and the world changed. Plants drank the water
and grew strong, and animals drank it too, to stay healthy and alive. The rain became
the lifeblood of the earth, helping all living things."
Timmy thought for a moment, looking at the trees, flowers, and animals around him.
"So, water is important for all of us?" he asked.
Key Idea/Stem "Yes, Timmy," Willow replied. "Water helps plants make food through a process called
photosynthesis, and it keeps animals strong and hydrated so they can live. Without
water, there would be no life."
Timmy smiled, understanding the magic of water. From that day on, he promised to
take care of the water sources around his village, making sure the plants and animals
had all they needed.
HOTs Questions (Higher Order Thinking Skills)
Why do you think plants and animals cannot survive without water? Explain your
answer.
Imagine a world without water. How do you think plants and animals would adapt or
change to survive?
If you were Timmy, what actions would you take to help protect water for the future?
Water Usage Chart
Applicable COT
Follow the "Think-Pair-Share" method. After presenting the water Indicators: 1 and 3
usage charts, tell pupils to consider the individual ways they use water Apply
during the day. Then, we organize them in pairs to compare the knowledge
of content
differences between their lists. Finally, arrange a class discussion in within and
which partners share their findings. across
curriculum
Objective(s): To illustrate how water is used in daily life and teaching
understand the importance of water conservation. areas
Materials Needed: Record notebook or Chart
Used a
Instructions: range of
1. Use the chart below to track your water usage for one day. teaching
2. Record how much water you drink and use for washing hands, strategies
that
bathing, and any other activities. enhance
f. Developing learner
Understanding achieveme
nt in
of the literacy
Key Idea/Stem and
numeracy
skills.
After filling out the chart, answer the following questions:
1. Why is it important to drink water?
2. How do you use water to keep yourself clean and healthy?
3. What are some ways you can save water at home?
g. Deeping Water Usage Story (30 mins) Applicable COT
Understanding Objective: To illustrate how water is used in daily life and Indicators: 5 and 6
of the understand the importance of water conservation. Applied a range of
Key Idea/Stem Materials Needed: Paper; pen; art materials successful strategies
Instructions: that maintain
1. Write a short story or draw a comic strip showing how water is learning
used in your home and community. environments that
motivate learners to
2. Include different activities where water is used, such as work productively by
drinking, cooking, bathing, and watering plants. assuming
3. Think about ways you can save water in each activity and responsibility for
include them in your story or comic strip.
4. Share your story or comic strip with your classmates and their own learning
discuss how everyone can help conserve water. Maintained
supportive learning
environments that
nurture and inspire
learners to
participate,
cooperate and
collaborate in
continued learning.
1. Learners’ Takeaways
Think Big! Making Generalizations
Start with Examples: Begin by showing pupils specific examples
or situations related to the topic, such as different ways water is
f. Making
used at home or at school.
Generalizations
Find Similarities: Help pupils look for things that are the same or
and
similar in each example.
Abstractions
Ask questions like:
"What do you notice about all these examples?"
"Do you see any patterns or things that are alike?"
Read the question carefully. Write the letter of the correct answer
in your paper
1. Why is water important for plants?
a) It helps plants grow taller.
b) It helps plants make their food through photosynthesis.
c) It helps plants bloom faster.
d) It makes plants smell better.
2. Which of the following is a reason animals need water?
a) To help them fly.
b) To help them digest food and stay hydrated.
c) To keep their fur shiny.
d) To help them sleep.
3. What would happen to a plant if it doesn't get enough water?
Evaluating
a) It would grow faster.
Learning
b) It would become healthy.
c) It might wilt or die.
d) It would bloom more flowers.
4. Which of these animals needs water to live?
a) A camel.
b) A fish.
c) A bird.
d) All of the above.
5. How does water help animals stay healthy?
a) It helps them breathe.
b) It helps their bodies stay cool and hydrated.
c) It makes them stronger.
d) It helps them sleep.
b. Teacher’s Note
Remarks observations on Effective Problems
any of the Practices Encountered
following areas:
strategies
explored
materials used
learner
engagement/
interaction
Others
Reflection guide or prompt can be on:
▪ 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 students play in my lesson?
c. Teacher’s
__________________________________________
Reflection
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?
__________________________________________
Prepared by: Reviewed and Checked:
LENY A. FORTUNO ALDWIN R. CERDON
Teacher III MASTER TEACHER II
Quest Story: The Light Explorers
Overview
Join the Light Explorers on their exciting journey to discover the sources and uses of light at school, home,
and in the community. This educational game consists of 5 quests that can be completed in 45 minutes using
simple materials. Each quest includes a passage with learning content and an engaging activity.
Quest 1: The Sun’s Energy
Passage
The sun is the primary source of natural light on Earth. It provides warmth and light that are essential for
life. Plants use sunlight for photosynthesis, which helps them grow. Without the sun, our world would be
dark and cold!
Activity
Materials:
Paper
Crayons or colored pencils
Instructions:
1. Draw a picture of the sun and its rays shining down on plants, animals, and people.
2. Label your drawing with at least three things that rely on sunlight.
Quest 2: Light at School
Passage
In schools, we use artificial sources of light, such as electric lights, to illuminate classrooms and hallways.
These lights help us read, write, and learn. Smartboards and projectors also use light to display information
and images.
Activity
Materials:
Flashlight
Dark room or closet
Instructions:
1. Take a flashlight into a dark room or closet.
2. Turn on the flashlight and observe how the light illuminates different objects.
3. Write down three ways light is used in your classroom.
Quest 3: The Role of Fire
Passage
Fire is a natural source of light that has been used by humans for thousands of years. It provides light,
warmth, and a means to cook food. However, we must use fire safely to prevent accidents and fires.
Activity
Materials:
A candle (supervised by an adult)
Matches or a lighter (handled by an adult)
Instructions:
1. With an adult, light a candle in a safe place.
2. Observe and discuss how the candle provides light and warmth.
3. Write a short paragraph about the importance of using fire safely.
Quest 4: Light in Our Homes
Passage
In our homes, we use different types of light sources, such as lamps, ceiling lights, and nightlights. These
light sources help us see at night and create a comfortable atmosphere. Energy-efficient bulbs save
electricity and are better for the environment.
Activity
Materials:
A notebook
A pen or pencil
Instructions:
1. Walk around your home and list all the sources of light you find.
2. Identify which ones are energy-efficient.
3. Share your list with your classmates and discuss which light sources are most important in your daily
life.
Quest 5: Community Lights
Passage
Our communities use light for safety and navigation. Streetlights help us see while walking or driving at
night. Traffic lights manage traffic flow and keep us safe at intersections. Parks and public areas use lights to
make spaces enjoyable and secure.
Activity
Materials:
Map of your community (can be a hand-drawn version)
Colored markers
Instructions:
1. Draw a simple map of your community.
2. Mark where you see streetlights, traffic lights, and any other light sources in your community.
3. Present your map to the class and explain the importance of these lights for safety.
Conclusion
Congratulations, Light Explorers! You have completed your quests and learned about the sources and uses
of light in various settings. Keep exploring and observing how light affects your daily life!
