Science34/Q4/W2

Lesson Plans for Multigrade Classes

SCIENCE
Grades 3 and 4
Quarter : FOUR
Week : TWO
Grade Level Grade 3 Grade 4
Content Standard demonstrates understanding of people, animals, demonstrates understanding of the different
The learner… plants, lakes, rivers, streams, hills,mountains, sources of water suitable for human consumption
and other landforms, and their importance
Performance Standard should be able to express their concerns about
The learner… their surroundings through teacher-guided and
self – directed activities
Competencies Describe the things found in the surroundings A. Explain the uses of water from different
S3ES-Iva-b-1 sources in the context of daily activities
S4ES-Ivb-2
B. Describe the importance of the water cycle
S4ESIVd-4
DAY 1
Lesson Objective Describe the bodies of water (lakes, rivers, seas, Identify the different sources of water
oceans) and their importance A. Process Skills: Inferring, observing
A. Process Skills: inferring, observing B. Value Integration: Importance of the sources
B. Values Integration: Taking care of our bodies of water
of water

Subject Matter Describing Bodies of Water (lakes, rivers, seas, Sources of Water
oceans)

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Learning Resources TG pp. 175-176, LM pp., BOW TM pp., TG pp. 301-305, BOW
Procedure Grouping Structures (tick boxes):
Use these letter icons to
 Whole Class  Mixed Ability Groups  Friendship Groups
show methodology and
Describe the parts of the lesson (for  Ability Groups  Other (specify)
assessment activities.
example the introduction), where you  Grade Groups  Combination of Structures
T Direct Teaching may address all grade levels as one
group.
G Group Activity
Teaching, Learning and Assessment Activities
I Individual Activity
T
A Assessment
Let each group share experiences.
Ask:
1. Is water important?
2. When do we use water?
3. Is water a friend?
4. When is water an enemy?
5. Where can we get water?
6. Have you gone swimming? Where was the place? Did you enjoy swimming/ Why?
7. Have you traveled by boat? Where were you going? Did you enjoy traveling in the water?
8. Where do you get your water for drinking, for taking a bath, and for washing clothes?
9. What bodies of water are found in our community? Name some of them.

G T
Provide pictures of different kinds of bodies Activity 1
of water. Divide the class into 2 groups.
Give each group set of pictures.
Picture of lake Picture of a pond
Picture of ocean Picture of a stream
Picture of a river Picture of a hot spring
Picture of a river Picture of a spring

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Picture of a sea Picture of a stream Picture of a water Picture of a faucet

pump with running water
(See Appendix 1)
Picture of a falls Picture of a deep well
Let them talk about these questions.
1. Are the pictures of bodies of water found in Picture of a lake Picture of a rain
your community? falling
2. How do you describe each body of water?
3. How useful is this water form to the people, See Appendix 2)
animals and plants in your community?
4. What are the things found in each of the Let them tell stories about the pictures.
bodies of water? Each group will brainstorm on the pictures given.
Present the lesson.
(See Appendix 3)

Use the table below to synthesize their work.

Kinds of Sources Description

Water
Seawater

Surface
Water

Groundwater

Each group will present their outputs.

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Focus Questions:
1. What are the kinds of water?
2. What are the sources of each kind of water?
3. Describe each source of water.
4. What will happen if we lack water?
5. What will happen if there is a lesser supply of
water?
6. What can we do to conserve water?
T I
Discuss the answers of the group. Let the pupils write a journal using the
suggested format given below.
Focus the discussion on lake, river and sea and
ocean.
My Journal
Lake is a body of relatively still water of
I learned that ___________________.
considerable size, localized in a basin that is
I realized that ___________________.
surrounded by land apart from river, stream,
I promise ______________________.
or other form of moving water that serves to
feed or drain the lake. One example of this is
the Laguna de Bay; the largest lake in the
Philippines located east of Metro Manila
between the provinces of Laguna to the south
and Rizal to the north.

A river is a natural watercourse flowing

towards an ocean, lake or sea, or another river.
In few cases, a river simply flows into the
underground or dries up completely before
reaching another body of water.

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A sea is a large body of water that may be

connected with an ocean or by an large lake
that lacks a natural outlet.

Oceans are the ultimate bodies of water

and refers to the five oceans-Atlantic, Pacific,
Arctic, Indian and Southern.

Ask:

1. What are the things found in each bodies of

water being discussed?
2. What should we do to take care of the living
things found in these water forms?
I A
Select one example from the bodies of water
being studied.
Draw it showing its characteristics ang the
things found on it.
(See Appendix 4 for the rubrics)

Remarks
Reflection

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DAY 2
Lesson Objective Describe the bodies of water (streams, hot Identify the different sources of water
springs, ponds, coves) and their importance
Process Skill: Inferring
Process Skills: inferring, observing Values Integration: Conservation of Water
Values Integration: Taking care of our bodies of
water
Subject Matter Describing Bodies of Water (streams, hot springs, Sources of Water
ponds, coves)
Learning Resources TG pp. 175–176, LM pp., BOW TM, TG, BOW, (others)
Procedure Teaching, Learning and Assessment Activities
T G
Ask about the characteristics and things found in Group Activity
the following bodies of water.
1. ocean Make a poster on the different sources of water
2. sea and its importance to life.
3. lake (See Appendix 5 for the rubric)
4. river

Present pictures of the bodies of water.

Let the pupils describe each body of water.

Picture of a hot spring Picture of pond

Picture of a stream Picture of a cove
(See Appendix 6)
I G
Let the group read the following concept written Discussion about the posters of the group.
on sentence strip. 1. What are the sources of water that are seen

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Let them answer the following questions: in your posters?

2. Describe each source of water.
Describe each body of water. 3. What are the uses of each source of water?
1. What are the things found in each body of 4. Do you have enough water supply in your
water discussed? community? Where does it come from?
2. What should we do to take care of the living 5. How can you help in conserving water?
things found in these water forms?

A stream is a body of water with a current,

confined within a bed and stream banks. It
moves to a lower level in a channel on land. An
example of this is the Tandawan Stream in
Davao.

A hot spring is produced by the emergence

of geothermally heated groundwater from the
Earth’s crust. Examples of hotsprings are the
TangubHotspring in Camiguin, Punit Hot
Spring in Pampanga and Tiwi Hot Spring in
Albay.

Coves are the smallest indentations of land by

a lake, sea, or ocean. A bay is larger than a
cove. Example is the Anawangin Cove in
Zambales located in Central Luzon.

A pond is a small lake, most often in a natural

depression. It refers to any accumulation of
water surrounded by land –although it is often
of a considerable size.

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I I
Answer the activity sheets. Provide sample template to the pupils.
(See Appendix 7) Let them complete the table.

Kinds of Description Sources Uses

water
Seawater
Freshwater
Groundwater

Remarks
Reflection
DAY 3
Lesson Objective Describe common landforms and their Explain the different uses of water from different
importance sources
(plateau, island, isthmus, peninsula, plain)
Process Skills: Inferring
Value Integration: Conservation of Water
Subject Matter Describing Common Landforms) Uses of Water
(plateau, island, isthmus, peninsula, plain)
Process Skills: inferring, observing
Learning Resources TG pp. 178–179, LM, BOW TM, TG, BOW, (others)
Procedure Teaching, Learning and Assessment Activities
G T
Picture Study Conduct review on different sources of water
through question and answer.
Provide pictures of land forms.

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Let the pupils describe the landforms they have Ask:

seen.
1. How important is water to our daily
Let them tell if the landforms in the picture are activities?
found in their community. Ask them also to 2. Discuss the uses of water.
identify the plants that are growing in the said (See Appendix 8)
land forms.

Picture of an island Picture of a plain

Picture of an isthmus Picture of a peninsula

Picture of a plateau
(See Appendix 9)
I G
Discuss the answers of the group. Divide the class into three groups.
Give more inputs. Each group will perform their assigned task on
(See Appendix 9) presenting the uses of water.

Ask: Group A: Role Playing

1. What are the living organisms found in each
of the landforms? Group B: Rap/Jingle
2. What should we do to take care of the living
things found in landforms forms? Group C: Poem/Jazz Chants
3. What is the importance of each of the
landforms discussed? (See Appendix 10 for rubrics)
I I
Describe the following landforms. List down the sources of water in your
1. Plain community and state the uses of each.
2. Peninsula
3. Island

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4. Isthmus
5. Plateau
I I

Remarks
Reflection
Day 4
Lesson Objectives Describe common land forms and their Describe the importance of water cycle
importance Tell the importance of conserving water
(valley, hill, canyon, delta) Process Skills: Inferring
Value Integration: Conservation of Water
Subject Matter Describing Common Land Forms
(valley, hill, canyon, delta)
Process Skills: inferring, observing
Learning Resources TG pp. 178-179, LM, BOW TM, TG pp. 309-312, BOW,
Procedure Teaching, Learning and Assessment Activities
I G
Use pictures to present other landforms. Give a diagram of the water cycle to each of the
two groups.
(See Appendix 12)
Picture of a canyon Picture of a hill
The group should answer the following:
Picture of a delta Picture of a valley
1. What is the diagram all about?
2. What are the different forms of water in the
environment? (solid, liquid, gas)

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Ask: 3. Do you think each form of water is

1. What are shown in the pictures? important? Why?
4. Include more inputs/add more guide
2. Describe the landforms in each of the questions
pictures.

3. What organisms could be found in each

landform?

4. What agricultural activities could be done in

each landform?

5. How useful is each of the following

landforms?
G T
Divide the class into four groups. Synthesize the outputs of the group.
The group will move to the four stations to look Give more inputs.
again at the pictures and read the description of (See appendix 13)
each of the landforms.

Let the pupils take down notes.

Station 1

Canyon-narrow valleys

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Station 2

Hills-are lower than mountains but are higher

than their surrounding areas and are usually
rounded in shape. This good for planting crops.

Station 3

Delta-is a triangular land area at mouth of a

river or inlet.
Station 4

Valleys-are low-lying areas between two

mountains or hills. Valleys formed by glaciers
are U-shaped valleys. Valleys formed due to
erosion are V-shaped valleys. The climate in
the valleys is pleasant and favorable for living
because there are rivers flowing making water
available for the people. Vegetation is thick
and valleys look green and beautiful.

A A
Give clay, soil, or a modeling clay to each group. What is the importance of water cycle?
Assign each group to create 2 models of How is it useful to man and animals?
landforms using the material.
Be sure to give precautionary measures before
the pupils will do the activity.
Remarks
Reflection

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Day 5
Lesson Objectives Answer the test items correctly. Answer the test items correctly.
Subject Matter Summative Test Summative Test
Learning Resources
Procedure Teaching, Learning and Assessment Activities
Remarks
Reflection

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