School AMPID I ES Grade Level Grade 4
Teacher Luvie L. Fabul Learning Area Science
LESSON Teaching Date March 05, 2025 Quarter Fourth Quarter
EXEMPL Teaching Time 45min. No. of Days 2
AR
I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
A. Content Sources of Water
B. Content
Soil and water resources are needed by plants and animals to live and grow.
Standards
By the end of the Quarter, learners use simple equipment to identify how
types of soil hold water to support the growth 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
C. Performance
in their local area. They demonstrate appreciation for the dangers of extreme
Standards
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.
D. Learning
Recognize that water is one of the basic needs of plants and animals;
Competencies
E. Learning
At the end of the lesson, the learners should be able to:
Objectives and
duration Explain the uses of water from different sources in the context of daily
activities
Math-Multiply two numbers with and without regrouping: a. 3- to 4-
digit numbers by a 1-digit number.
Integration Enironmental Science-Conservation of Water
GMRC/AP-Naipapakita ang pagiging mapagpasalamat sa
pamamagitan ng pag-iingat ng mga yamang mula sa kapaligiran.
II. LEARNING
RESOURCES
A. References MATATAG K to 10 Curriculum of the K to 12 Program Science Curriculum
Guide p. 26
B. Other Learning Teachers manual, pg. 241-247
Resources Textbook, pg. 249-250
III. TECHING AND LEARNING PROCEDURES Annotations
A. Activating Prior Elicit: The teacher ensured the
Knowledge positive use of a ICT using
Review: A Twist Scoring Game gamified approch, she also
(Minds and Mood) used pictures that will help
Choose a box. In each box there is a slow learners and visually
question that you need to answer. If you impaired learners to grasp the
answer correctly, your group will get 5 lesson. Recent research
points. The teacher will let him/her choose emphasizes the significant
whether a word “take” or “give” which impact of visual elements on
young readers’ cognitive and
containing either a plus points or minus
language development. The
points. For every wrong answer, each illustrations foster
group has a chance to seek SOP with early literacy skills. Illustrati
his/her member to answer the question
before calling another group. ons
Tell whether each statement is true on serve as visual cues on
description of sources of water or false if children to understand and
interpret text. The teacher
not correct.
also applied a minimal text in
____1. Freshwater is also called surface PPT that enhances audience
engagement by allowing
water.
them to focus on the speaker
____2. It is a source of water where it rather than just reading the
slides.
contains salt which makes it salty.
____3. Groundwater is the safest and
cleanest source of water.
____4. Sea and oceans are examples of
seawater
____5. Freshwater is a source of water
commonly flows in household areas.
Motivation: 4 pic-one-word
Directions: Identify the sources of water
guessing the four pictures for each
number. Write your answers on the board.
_______ of water
Asks:
What does this picture imply?
B. Establishing Engagement:
Purpose of the
Lesson Unlocking of Difficulties:
(Aims) 1. The village faced a severe drought.
The river started to dry up, and the
people struggled to get enough
water.
2. The teacher is explaining about the
water cycle, Jane got confused. She
is puzzled how does it make to
return the water on the earth’s
surface.
The Precious Gift of Water
In a small village named Riverside, the
people are depended on a nearby river for
their daily needs. Aisha, which lived in the
city spent her vacation with her cousin.
One morning, she is asked by her cousin
Belle to accompany her mother in the river.
They bring with them clay of pots. She was
puzzled.
Aisha: Belle, what are we going to do
with these pots?
Belle: We are going to fetch water into
the river.
Aisha: Why are we fetching water into the
river?
Belle: We used it for cooking, cleaning,
feeding animals and watering our
vegetable garden.
Aisha: Oh, is water from the river safe
and clean to use for cooking and
drinking?
Belle: Yes of course.
Mother stares at the girls while happily
chatting with each other as they continue
going to the river.
Questions:
1. Where do the village Riverside is
dependent on?
2. Who spent a vacation with her
cousin?
3. What will the cousins do with the
clay of pots?
4. What do you think will the girls do
with the water they fetch from the
river?
5. What does cooking, cleaning, feeding
animals and watering vegetable garden
implies?
C. Developing and Exploration: 1. Learners which are slow to
Deepening
Group Activities: comprehend through text can
Understanding
be able to comprehend
(Task and Thought) Group 1: Learners with Disabilities
through watching the actions
Bodily-Kinesthetic and Interpersonal of their classmates. Acting out
Intelligence is a way of practicing basic
social skills. It is particularly
Act out uses of the different sources of
water in daily activities. helpful for people with learning
disabilities who have difficulty
getting along with authority
Group 2: figures.
Advance Learners
Read the situation below. Solve what is 2. Learners were able to
asked for. convey the concept of the
Mother consumed 62 cu. m for different lesson through problem
household chores such as cooking, doing solving. They involved their
the laundry, washing the dishes, feeding minds to critically think of a
the animals and watering the plants for way to solve and answer what
over a month. If the amount of water the assigned task is. The
consumption is 60 pesos per day, how
pupil’s ability to solve math
much will she cost to pay for 1 month,? Is
problems will enhance
mother being extravagant or frugal? What
would you give for her to spend less water? elevated level of learning as
well as gain critical thinking
skills in the daily life scenario.
Group 3:
Art Therapy Activity for social support
Directions:
3. Art therapy
Draw the uses of the different sources of
water. Art therapy is frequently
offered to children and
adolescents with psychosocial
Group 4: problems. It is an experiential
form of treatment in which the
Using a graphic organizer, write at least 2
use of art materials, the
Uses of seawater
process of creation and the
resulting artwork are assumed
to contribute to the reduction
of psychosocial problems.
Some children experiencing
traumatic events such as child
abuse or in a war tends to shut
themselves and prefer to
become silent, hence through
artwork, they can express
themselves little by little
among the other.
4. Graphic organizer
Explanation: Let`s Learn Graphic organizers can help
to visualize and construct
1. Based on the group activity, how is ideas, organize and/or
water used from different sources sequence information, plan
what to write, increase
2. If there`s no water, what will reading comprehension,
happen to humans, plant and brainstorm, organize
animals? problems and solutions,
compare and contrast ideas,
show cause and effect, and
more. The use of graphic
Science Concept: organizer can both help
learners with disabolities,
Uses of Water advance learners and with
difficult circumstance by
Sea water showing them how to
think about new
information through
Sea water is the habitat of aquatic
meaningful organization,
plants, animals as well as other
make new information more
marine organisms. manageable through
the oceans and seas, rivers and “chunking,” and help students
lakes and pond are the habitats of connect new concepts and
most of the aquatic plants and skills with their prior
animals which are used mainly for knowledge.
food and medicine.
Seas and oceans are used also for
recreation such as boating,
swimming and surfing, routes of
boats.
Fresh water
Fresh water is used for drinking,
cleaning, cooking, bathing, washing,
preparing food, and other household
uses.
Freshwater also sustains plants and
animals to drink
Freshwater in rivers, lakes and
springs is used for recreation
(example: swimming, boating)
Clean rivers and lakes are also rich
source of shrimps and crabs and
shellfish
Note: without water plants will
wither animals or people will die and
thrist.
Ground water
Ground water is safe sources of
water and considered as cleanest
water because it contains plenty of
dissolved human body needs. It is
also used for irrigation to grow crops
of our food.
Application
During summer, we experience water
shortage due to extreme heat, what would Not all children are fortunate
about access to water. There
you suggest in order to solve these difficult are some children who do not
circumstances? enjoy themselves, with this
situation the teacher would
able to present with solutions
to access water even when
they will experiencing such
one difficult circumstance.
Another thing is, it also
supplies information with
information on water
conservation especially now,
summer which due to
extreme heat and lack of rain
will cause drought.
D. Making
Generalization 1. What are the uses of the different
sources of water?
(Abstraction)
Directions: Read each statement carefully
and choose write T if the statement is True
and F if the statement is False.
___ 1. Seawater is a habitat of aquatic
plants and animals.
___ 2. Freshwater is used for drinking,
E. Evaluating Learning
bathing and other household chores.
(Tool for Evaluation /
___ 3. Seas and ocean is not used for
Assessment)
recreation.
___ 4. Ground water is not for irrigation to
grow crops of our food.
___ 5. Without water, plants will wither, and
animals, or people may suffer from thirst
and die.
Remarks Recognize the performance of learners.
(Annotation)
Reflection Exit Ticket
(Gain)
3 Things I learned today.
2 Things I want to learn more.
1 Question I still have.
LUVIE S. FABUL
Teacher II
RUBRICS FOR GROUP ACTIVITY
Criteria 5 4 3
Content The content is There is a minimal Most of the content is
relevant with the mistake on the not relevant with the
assigned task. content with the assigned task.
assigned task.
Cooperation All the members are 2-3 members are not 3-5 members are not
silently silently silently
participating with participating with participating with
the assigned task. the assigned task. the assigned task.
Creativity The group were able The group were able The group were able
to come up with to come up with good to come up with quite
A. Acting-The members extremely good ideas ideas regarding with satisfactory ideas
create a scenario of regarding with the the assigned task. regarding with the
using the water. assigned task. assigned task.
B. Solving Problems-The
members were able to
solve the problem in
easiest way based on
their understanding.
C. Draw-The members
were able to create an
artwork that conveys
the usus of water.
Graphic organizer-The
member were able to
present their idea.
Presentation The presenter The presenter partly The presenter do not
presents his/her topic presents his/her topic present his/her topic
clearly and audibly. clearly and audibly. clearly and audibly.
