Science

4 Quarter 1

LEARNER’S MATERIAL
 Republic Act 8293, section 176 states that: No copyright shall
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Borrowed materials (i.e., songs, stories, poems, pictures, photos,

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owners. The publisher and authors do not represent nor claim
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This module was carefully examined and revised in accordance

with the standards prescribed by the DepEd Region 4A and Curriculum
and Learning Management Division CALABARZON . All parts and
sections of the module are assured not to have violated any rules stated
in the Intellectual Property Rights for learning standards.

The Editors

PIVOT 4A CALABARZON
 Science
Grade 4
Regional Office Management and Development Team: Job S. Zape, Jr., Ma. Leonora M.
Natividad, Romyr L. Lazo, Fe M. Ong-Ongowan, Lhovie A. Cauilan, Ephraim L. Guibas

Schools Division Office Development Team: Brayan P. Monterey, Maria Theresa F.

Cabullo, Myline A. Dela Cruz, Ruchella D. Padillo, Arnold T. Liveta, Katrina B. Tapay,
Jhonah A. Calib-og, Rosalie A. Justimbaste, Larriza R. Bercasio, Flora C. Balde, Maria
Lourdes E. Rojas

Science Grade 4
PIVOT IV-A Learner’s Material
Quarter 1, Version 2
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes

PIVOT 4A CALABARZON
 Guide in Using PIVOT Learner’s Material

For the Parents/Guardian

This module aims to assist you, dear parents, guardians, or siblings

of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide the information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most Essential
Learning Competencies (MELCs) in Science as prescribed by the
Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace and time.
Furthermore, this also aims to help learners acquire the needed 21st
century skills while taking into consideration their needs and
circumstances.
You are expected to assist the child in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the IDEA
instructional process. This will help you attain the prescribed grade-level
knowledge, skills, attitude, and values at your own pace outside the normal
classroom setting.

The module is composed of different types of activities that are arranged

according to graduated levels of difficulty—from simple to complex. You are
expected to answer all activities on separate sheets of paper and submit the
outputs to your respective teachers on the time and date agreed upon.

PIVOT 4A CALABARZON
 PARTS OF PIVOT LEARNER’S MATERIAL

Parts of the
Description
LM

The teacher utilizes appropriate strategies in

What I need to presenting the MELC and desired learning outcomes
Introduction

know for the day or week, purpose of the lesson, core

content and relevant samples. This allows teachers
to maximize learners awareness of their own
knowledge as regards content and skills required
What is new for the lesson.

The teacher presents activities, tasks , contents of

What I know value and interest to the learners. This shall expose
Development

the learners on what he/she knew, what he /she

does not know and what she/he wanted to know
What is in and learn. Most of the activities and tasks must
simply and directly revolved around the concepts
to develop and master the skills or the MELC.
What is it

The teacher allows the learners to be engaged in

What is more various tasks and opportunities in building their
KSA’s to meaningfully connect their learnings after
Engagement

doing the tasks in the D. This part exposes the

learner to real life situations /tasks that shall
What I can do ignite his/ her interests to meet the expectation,
make their performance satisfactory or produce a
product or performance which lead him/ her to
What else I can
understand fully the skills and concepts .
do

The teacher brings the learners to a process where

What I have they shall demonstrate ideas, interpretation,
Assimilation

learned mindset or values and create pieces of information

that will form part of their knowledge in reflecting,
relating or using it effectively in any situation or
What I can context. This part encourages learners in creating
achieve conceptual structures giving them the avenue to
integrate new and old learnings.
PIVOT 4A CALABARZON
 Special Properties of Matter
Weeks Lesson
1-2 I
In this lesson, you will discover the special properties of materials and
the changes that will happen when they are exposed to different condi-
tions. You will learn how to classify materials based on their ability to ab-
sorb water, float or sink in water , and undergo decay.

Examine the pictures below. These materials are commonly found at

home and are grouped according to their properties. Can you identify the
properties by which they are grouped and classified?

SET A SET B

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Basic Properties of Matter

What can you say about the pictures in Set B? Do you think that
these materials have the ability to absorb water? If you placed all these
materials in water, which materials will have the ability to sink or float in
water? or will undergo decay?
Porosity is the property of a material to absorb liquid like water. Po-
rous materials have plenty of spaces or tiny holes called pores where liq-
uid can be quickly absorbed. In Set A, you see that towels, tissues and
sponge are good materials that absorb water. They are used at home for
hygiene and comfort when you go in the bathroom or in the kitchen.

The ability of materials to absorb water is due to the presence of

loose fibers with lots of pores or tiny holes between the particles that
make up the materials. In sponge, the holes or pores absorb water, mak-
ing the sponge swell. When you squeeze the sponge, you are forcing the
water or liquid cleanser out of the holes that cleans the surface of the
dishes, glasses or spoons.

Other materials that absorb water like tissue paper, cotton balls, and
a piece of cloth are called porous materials. These materials can easily
undergo decay, too. This happens because the presence of water in the
materials can cause degradation due to the presence of microorganisms
that harbors or pile up in the materials.
Materials like plastic or metal spoons and forks, porcelains, cups,
iron nails, aluminum cook wares and glasses that you used at home do
not absorb water or liquid. Hence, they are called non-porous materials.
There are no tiny holes or spaces between their particles.

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 Look at the pictures below. Can you identify which materials have
the ability to absorb water? float or sink in water? or undergo decay?

The ability of materials to sink or float in water depends on their den-

sity. Density is the amount of mass of an object per unit volume. Water
has a density of 1 g/cc (gram/cubic centimeter). If the density of an object
is higher than the density of water, that object will sink in water. But if
the density of the object is less than the density of water, the object will
float in water. Different materials have different densities. For example,
gold will sink in water because its density of 19.3 g/cc is higher than the
density of water which is 1 g/cc.

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 Examine the picture of ice cubes above.
What do you think will happen to the ice cubes if you place them
in a glass of water?

What about styro cup, a ship and a metal bell, will they sink or
float in water? Let us discover more about these abilities of materials to
absorb water, float or sink and undergo decay in the different activities
designed for you.
Remember to seek help from your parents if needed. In answering
the activities, write all your answers in your notebook.

PIVOT 4A CALABARZON
9
 I
Learning Task 1: Perform the activity. Write your observation as indicated
in the table below.
Materials:
Small basin with 3/4 full of water
1. paper towel 2. styro cup 3. piece of bread 4. glass 5. spoon
6. facial tissue 7. plastic cup 8. detergent 9. clothes pin 10. rice grains

Steps:
1. Prepare small basin with 3/4 full of water. (You can replace water after
each task if needed)
2. Soak each of the materials numbered 1 to 10, one at a time.
3. Test each material if it will absorb water .
4. Copy table 1 to write your answer by putting a check (/) mark in
column I.
5. Observe if these materials will float or sink in water.
6. Check each item that float or sink in columns II and III, respectively.

Materials Absorb water Sink Float

(I) (II) (III)
1. paper towel
2. styro cup

3. piece of bread

4. glass

5. spoon

6. facial tissue

7. plastic cup

8. detergent soap

9. clothes pin

10. rice grains

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 D
Learning Task 2: Study the picture of a family having their dinner. Iden-
tify at least 3 porous and 5 non-porous materials that can be found in the
picture. Write your answer in a table given below.

Porous Non-porous
Materials Materials

Learning Task 3 : Analyze each situation carefully. Then, write your

answers in the space provided.

Situation 1:

A glass of juice accidentally spilled on the table. What should you use to
dry the table? Why?
__________________________________________________________________
Situation 2:

You filled a jar with water up to its filling mark. Your mother asked you to
put ice cubes, some slices of apple and powdered juice crystals for a very
special drinks during lunchtime.
1. What will you do with the amount of water filled in the jar? Why?
2. What do you think will happen to the juice crystals?
3. What will happen to the ice cubes and slices of apples, will they float or
sink?

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 E
Learning Task No. 4: Identify which material will float or sink in water.
Check the column that corresponds to your answer.
Materials Float Sink

1. paper clip
2. rock
3. ball
4. ship
5. feather

A
Learning Task No.5 : Choose the letter of the best answer.

1. Which of the following materials will SINK in water?

A. big stone C. styro cup
B. empty bottle D. feather

2. What kind of materials will float in water?

A. bamboo C. steel
B. rock D. glass

For number 3 to 4, examine the choices below:

I. non-porous III. porous
II. more dense than water IV. less dense that water

3. What property/ies of materials are common among coins, spoon and

iron ?
A. I and II B. I and IV C. III and II D. I only

4. Which property/ies make these materials sink in water?

A. II B. I and IV C. III and II D. I only

5. Which material will most likely undergo decay?

A. aluminum C. water
B. left over foods D. plastic cups

PIVOT 4A CALABARZON

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 Changes in Solid Materials
Weeks
3-4 I Lesson

In this lesson, you will describe changes in solid materials when they
are bent, pressed, hammered, or cut. Read the poem below. Can you
name materials that can be bent, pressed, hammered or cut?

Bend it, Stretch it, Hammer it, Break it

By: May Natividad

At home, I know
A wood cabinet is hard. I can`t bend , nor stretch it.
But then I found in my room,
My broken crayons , pencils and metal key, lied in the window.
My younger brother played with them, so I placed them in a row.
My mother saw these, and she gave me coins to buy a metal case that is
new. So I got on my bicycle and bought a hammer. But along the way, I
found a tin can, so I did bring it home, too.
I pressed and hammered a tin can to make a pencil case.
So this time I know,
All things I can keep in it, surely will be safe and always look new.

What are the different solid materials mentioned in the poem?

What are the different ways by which these materials are changed?

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 You have read in the poem about the different solid materials found
at home. These materials have their own property or characteristics. A
wooden cabinet can`t be bent because it`s very tough but they can easily
be shaped. Unlike the wood cabinet, crayons and pencils are brittle. The
metal key is tough and hard. A tin can is shaped into pencil case. This
means that metals are malleable, which can be hammered into thin
sheets. This property is called malleability. In car manufacturing com-
panies, bending of iron and steel bars are done in making the parts of a
bicycle or other automobiles , and appliances found at home. Isn`t that
amazing?
Metals are usually shiny, and can conduct both heat and electricity.
You probably observed electric wires at home. The materials used for this
are copper wires. When bent and hammered into thin wires, they will
change in size and shape only, but there`s no new material formed.
Ductility is associated with the ability of the materials to be hammered
thin or stretched into wire without breaking. A ductile substance can be
drawn into a wire. Other examples of ductile materials include gold, silver,
and copper. Other solid materials can be bent like pencil, crayons, and
small twigs . They are brittle.
Look at the pictures below. These are materials that have been
shaped or made into another material . Can you name each material
found in the pictures below? Tell what process is needed to change its
size, shape or texture that make them useful in our daily lives.

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 Solid materials can be changed in many ways: by cutting, tearing,
bending, pressing, and hammering. Such actions may change the materi-
al’s size, shape, texture, color and other characteristics or properties but
no new material is formed.
Try to investigate the properties of materials in the following learning
tasks specially designed for you. Hope you will enjoy learning !

I
Learning Task No. 1 : Investigate what materials have the ability to bend,
hammer, cut, or press.

Materials: clay, plastic bottle, iron nail, hammer, scissors, a piece of

used cloth
Steps:
1. Prepare all the materials needed.
2. Do the following:
2.1. press a clay
2.2. bend a plastic bottle
2.3. cut a piece of used cloth
2.4. hammer a piece of tin can
3. Observe what changes happened in each material.
4. Record your observation by accomplishing the graphic organizer below.

Bend a plastic
1. Press a clay 2.
bottle

Cut a piece of Hammer a tin

3. used cloth 4. can

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 D
Learning Task No. 2: Copy the table below in your notebook. Do the
steps as indicated.
(Prepare the materials that are available at home. Seek help from parent/
guardian when necessary.)

Materials:
1pc of candle, aluminum foil, wooden stick, metal clothes line,
chocolate bar, match stick, pencil, crayon, used paper bag, plastic glass,
glass bottle, iron rod or metal stick

Steps:
1. Try to bend, cut, hammer or press each of the materials listed in
Table 1 below.
2. In column II, describe what you can do to change the material.

What can I do to What changed

Material change the happened to the
material? material?

candle
aluminum foil
wooden stick

metal clothes line

or washing line

chocolate bar
match stick
pencil
crayon
used paper bag
plastic glass
glass bottle
iron rod or metal
stick

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E
Learning Task No. 3: Copy the table below in your notebook. Do the
steps as indicated.
(Prepare the materials that are available at home. Seek help from parent/
guardian when necessary.)

Materials:
stone, playdough, eraser, sponge, ruler, copper wire, plastic straw,
ball, piece of cloth, ball pen, metal spoon, metal roof

Steps:
1. With the given solid materials in column A show ways by which you
can change the characteristics of the materials.
2. Check each column where each material responds appropriately.
3. Record your observation by checking appropriate column in the table below.

Solid Bend Hammer cut press

Material (Column
A)
stone

playdough
eraser
sponge
ruler
copper wires
plastic straw
ball
piece of cloth
ball pen
metal spoon
metal roof

Guide Questions:
1. Describe what happened to solid materials when they were cut,
pressed, hammered or bent.
2. Did they form a new material? Why?

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 A
Learning Task No. 4: Examine the different solid materials given below.
Choose the letter of the physical activity that will cause the material to
change its size or shape. Write the letter( s) of the BEST answer (s).
A. bent B. cut C. hammered D. pressed

1. 2. 3. 4.

5. 7. 8.
6.

9. 10. 11.

12 13 14 15

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 Changes in Materials
Weeks
Lesson
5-6 I
In this new lesson, you are expected to describe changes in the prop-
erties of materials when exposed to certain conditions such as
temperature or when mixed with other materials.

Try to sip some iced tea or cold water while you are going through all
the learning tasks in this module. What did you feel? Did you know that
cold water have more dissolved oxygen that`s why it feels better to sip cold
drinks than non-cold drinks?
Recall what happened to ice cubes when they were exposed to heat.
The ice cubes melted. What made the ice cube melted? See the pictures
below.

Effect of Temperature in the Phases of Materials

At constant pressure, the state of materials depends on the temper-
ature by which they are exposed. The ice cube or the solid phase of water,
as seen in the pictures above will melt if taken out of a freezer and stayed
long at room temperature. The water that boils turned into gas or vapor
that comes out of the kettle if left at high temperature for too long.
Temperature is the measurement of the amount of heat energy pre-
sent in the surroundings. There is an exchange of heat between the sub-
stance and the surroundings. This means that heat can be absorbed by
the materials or can be released by the materials. When the heat is ab-
sorbed by the materials, the temperature will increase, thus the material
becomes hot. If heat is removed or released by the materials, temperature
will decrease, thus it becomes cold.
Temperature varies depending on the environment from where the
materials are exposed. For example, we feel very hot during summer days
because of the intense heat of the sun. Some places in our country regis-
tered a temperature of 40 OC. This is very hot because our normal body

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temperature is about 370C. If your temperature is above 37 OC, you may
experience fever. This is the reason why you are advised by doctor to take
medicine and take plenty of water to lower your body temperature.
Another changes in the materials due to the application of heat is
called melting. This process happens when solid material changes into
liquid form. The heat coming from the environment made the ice cubes
melted when they are removed from freezer. The temperature in the
freezer is O0 C (read as zero degree centigrade or zero degree Celsius).
Thus, when ice cubes were exposed to heat in the environment, the high
temperature of the environment caused the melting of ice cubes.
Generally, change from solids into liquids (melting), liquid to solid
(freezing), liquid into gases (evaporation), and solid into gas
(sublimation) are caused by changes in the temperature of matter.

melting of popsicle burning of wood

melting of candle ice cubes melting

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 When materials reached its melting point, solid materials changed
into liquid. The temperature at which the liquid will change back to solid
is called its freezing point. The melting point of ice is 00C, this is also
the freeing point of water. The boiling point, or the temperature at which
water boils, and turned into gas is 100 0C . Amazing! That is why water
exists in three phases depending on the condition by which its exposed to
different temperature. If the change is from gas to liquid as the tempera-
ture falls below it, it is the condensation point.
The state of substances in solid, liquid or gas phases is largely deter-
mined by its temperature. At each threshold level of temperature, the
material will change its state. These changes may either be physical
changes or chemical changes. Physical changes like melting of ice cubes,
lighted candles, floor wax, margarine , chocolate bar, crayons, and butter
resulted to changes in their shape, sizes and texture. There are no new
materials formed. When cooled, these materials recover their original
physical state .
Metals expand when heated and contracts when cooled. They re-
sulted to changes in size. Some materials when exposed to heat or differ-
ent conditions of temperature resulted to chemical changes. Burning of
woods and matchsticks turned the materials into ashes.

Combustion of engines results to burning of fuels that causes the

cars and airplanes to move or run its functions. Combustion, also
known as burning, is the basic chemical process of releasing energy from
a fuel and air mixture. In an internal combustion engine (ICE), the igni-
tion and combustion of the fuel occurs within the engine itself.
The engine then partially converts the energy from the combustion to
work.

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Change in Materials When Mixed with Other Materials
During hot weather, halo-halo is a favorite food. Have you seen
and tasted halo-halo? Look at the picture of halo-halo below. What are
the materials mixed together to form a mixture of halo-halo?

Mixture is a substance made by mixing other substances together.

The product is formed by the random distribution of one substance
through another without any chemical reaction, as distinct for a com-
pound. When individual ingredients like sweetened small slices of banana,
pieces of beans, sago and gelatin are mixed together, a mixture of known
delicacy in Pagsanjan called ‘halo-halo” is formed.
Types of Mixtures
Mixed materials can be classified depending on the appearance of
the resulting mixture. When solid materials are mixed with solid materials,
each of the combined or mixed materials can be easily identified and dis-
tinguished from one another. These mixtures are called heterogeneous
mixtures. In halo-halo, you can easily identify or distinguish the ingredi-
ents. It is a heterogeneous mixture. Each property of the materials in he-
terogeneous mixtures do not change. Their sizes, shape and color remain
the same after mixing them together.
Some solid materials when mixed with other solid materials cannot
be distinguished from each other. The resulting mixture looked the same
all throughout. When sugar is dissolved in water, you cannot distinguish
sugar in the solution. This kind of mixture is called homogeneous mix-
ture. Examples of homogeneous mixtures include sugar dissolved in wa-
ter or a sugar solution and flour dissolved in water.

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 I
Learning Task No. 1: Examine the pictures below. Identify the process
that cause the materials to change. Write your answers in your notebook.

Learning Task No. 2: Identify the change in the state of matter in the
given situations below. Write your answer in your notebook.

1. candle wax was heated _______________________________________

2. popsicle was removed from the freezer_________________________
3. water was boiled _____________________________________________
4. ice cube placed in a glass of water_____________________________
5. moth balls were placed in a cabinet for a week__________________

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Learning Task No. 3: Tell what type of mixtures are formed when these
materials are mixed together.

1. salt dissolved in water

2. mixed toys in the room
3. paper clips and pins
4. soy sauce and vinegar
5. halo-halo

D
Learning Task No. 4: Do the steps below. Write your observation in the
table . Based on your observations, answer the guide questions.

Materials: spoon, margarine, butter, candle

Steps:
1. Heat the spoon in a lighted candle. (Seek help from elders.)
2. Put some margarine on the spoon.
3. Heat the spoon with the margarine on it.
4. Observe what happens.
5. Wait for 5 minutes when the margarine cools off. Observe what hap-
pens.
6. Place the margarine in a cool place. If you have refrigerator, place it
in the chiller.
7. Observe what happened to the margarine.
8. Repeat the same procedure, this time using a butter.
9. Record your observation in the table below.
10. Write solid, liquid or gas.

Material Before heating After heating After cooling

margarine
butter

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Guide Questions:

1. Describe the changes that happened to the margarine and the butter
after heating?

2. What caused them to change from solid to liquid?

3. How would you describe the changes that happened to the materials
when heated?

4. What happened to the material when cooled? Why?

5. What type of change happened in the material when cooled?

6. Describe the changes in the properties of the materials when they are
heated and cooled.

E
Learning Task 5 : Do the activity below. Answer the guide questions in
your notebook.
(Prepare the materials that are available at home. Seek help from parent/
guardian when necessary.)

Materials:
mixed solution of sugar/condensed milk, water and bits of mango (or any
fruit that is available at home)

Steps:
1. Use a funnel to pour in the ice candy plastic the mixed solution
of sugar/condensed milk, water and bits of mango.
2. Place it in the freezer overnight.
3. Observe what happens to the mixed solution.
4. Describe the changes that happened to the mixed solution when
placed inside the freezer/refrigerator.

Guide Questions:
1. What changes happened to the mixed solution placed in the freezer
overnight?
2. What caused them to change from liquid to solid?
3. What type of mixture was made in mixing sugar/condensed milk in
water? Sugar solution with bits of mango?
4. Describe the changes in the properties of the materials when they are
heated and cooled.

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 A
Learning Task No. 6 : Fill in the blanks with the correct answer. Write
your answer in your notebook.

When some solid materials are heated, they absorbed heat. The
heat absorbed/added to the material caused the material to change its
form from 1.________ to 2._________. The materials also changed its
3._________, 4._________ and 5.___________, when heated.

When some materials are cooled, they removed/released heat. The

heat removed/released from the materials caused the materials to change
its form from 6.__________ to 7.__________. The material also changed its
8.__________, 9.__________ and 10.__________, when cooled.

Learning Task No. 7: Choose the letter of the best answer. Write your
answer in your notebook.

1. When a material was cooled, what happened to its temperature?

a. disappeared
b. remained the same
c. increased
d. decreased

2. Mark heated a chocolate bar to make a chocolate syrup. Which of the

following property/ies of the chocolate bar changed when it was
heated.?
a. shape
b. size
c. size and shape
d. size but not the shape

3. What will happen to solid metals when heated?

a. expand c. contract
b. freeze d. melt

4. Some solid materials can be identified easily when mixed with other
solid materials. What type (s) of mixture is/are formed?
a. homogeneous c. both A and B
b. heterogeneous d. none of the above

5. What do you call the type of mixture in which the resulting mixture
looked the same all throughout?
a. homogeneous c. both A and B
b. heterogeneous d. none of the above

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 Identifying Changes that are Beneficial and
Harmful in the Environment
Weeks
7-8 I Lesson

The learning tasks in the previous lessons helped you to identify the
changes in materials whether beneficial or harmful to one`s environment
which is the focus of this lesson.

See the pictures below. Are these places clean? Have you been in
these places? What makes these places safe for people and other orga-
nisms living near these places.

You probably have spent time with your friends and other relatives in
a swimming or playing in a clean and safe playground before pandemic
occurred. Have you enjoyed your activities in this kind of place?
The immediate place where you are exposed to is your environment.
In a sea or river, there are different things that you can observe. There
are living and non-living things found in them. The natural environment
where you are now is your home with your family and other organisms as
the living components. In the sea, there are rocks, stones, sand and water
that are found . These are the non-living things where humans and other
living organisms interact. What are the living and non-living things found
in the playground? Are there human activities that may be beneficial or
harmful in your environment?

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 There are interactions that lead to changes in the materials found in
our home and in our environment. Seas are the habitat or environment
for fish and other marine organisms. The playground has some benches
and slides where you may rest or play . These materials making up the
environment are always changing. Do want to know why?
When land or bodies of water are dumped with garbage of any
kind such as empty bottles, plastics, toxic wastes, chemicals from the fac-
tories, and others, the land and bodies of water become polluted. Land
and water pollution are not useful in the environment. Water pollution
is very harmful because the fish will be harmed as their habitat will be
destroyed. Trees when cut can be harmful because some animals live on
trees. This will also cause flood in the area. It causes soil erosion, loss of
habitat to animals, rapid change in temperature and affects the quality of
air that we breathe.
Polluted land serves as breeding places for flies, cockroaches and
rats. These pests carry germs that cause diseases, hence hazardous to
one’s health.

The use of fertilizers and other chemicals in plants harm our envi-
ronment. This will lead to problem of air, water and soil pollution. The
nutrient enrichment phenomenon known as eutrophication will deteriorate
the water quality leading to death of water organisms. In addition to this,
the seepage of fertilizers and pesticides also pollute the ground water that
we use for our daily household use.

PIVOT 4A CALABARZON

28
 The harmful effects of changes in the environment are oftentimes
caused by human activities. When the surrounding air is blanketed with
smoke from factories and motorized vehicles, ashes and other dust parti-
cles, the air becomes polluted. Polluted air causes skin itchiness, lung in-
fections, cancer and other respiratory diseases. Burning of garbage such
as plastic materials, rubber and other wastes is harmful also to the envi-
ronment. Many items in household garbage when burned release dan-
gerous toxic materials that contribute to global warming.
Because the smoke is close to the ground, it can also settle on fruits,
vegetables and other vegetation that becomes dangerous for human con-
sumption and destruction of wildlife.
However, there are changes in the environment that are found to be
useful. The flowering of trees into fruits, utilization of left over foods into
compost, the use of animal manure for fertilizers and the recycling and up-
cycling of different local materials are helpful to keep the environment
clean and more adaptable for human, plants and animals to live. This will
lead to activities in food production and maintenance of a clean and green
environment.

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29
I
Learning Task No. 1: There are human activities that are either bene-
ficial or harmful in the environment. Complete the table below by exam-
ining the situation/picture.

Picture/ Human activi- Beneficial or Effect in the

Situations of ties shown in Harmful Environment
the picture
Human Activi-
ties

PIVOT 4A CALABARZON

30
 D
Learning Task No. 2 : Draw a happy face if the given situa-
tion describes changes in the materials that are beneficial in the environ-
ment and sad face if it states harmful effect.
1. Cutting and shaping pieces of used wood/lumber into chair.
2. Water on rivers and streams become contaminated with plastic
wastes.
3. Lung infections and other respiratory diseases become rampant due
to excessive smoke from factories and motorized vehicles.
4. Recycling of waste for organic fertilizers.
5. Dumping of garbage in bodies of water.
6. Cutting of trees in the community.
7. Vegetable gardening.
8. Flowering of trees for early onset of fruiting.
9. Clean up drive in the community.
10.Flies, cockroaches and rats breed on garbage thrown on the
street.

Learning Task No. 3 : What kind of pollution is described in each

situation? Choose the letter of the best answer.
A. air pollution B. water pollution C. land pollution
_________1. Farmers can no longer harvest vegetables.
_________2. Red tide is affecting the northern coast of the country.
_________3. The smell of the garbage is suffocating the villagers.
_________4. Mine tilling are thrown in rivers.
_________5. Garbage is thrown in empty spaces in residential areas.
_________6. Factories release harmful smoke.
_________7. Chicken manures release foul odor all over the town.
_________8. Villagers dump their trash on a vacant lot at the back of the
school.
_________9. Fishermen use dynamite while fishing.
_________10. Using detergent soap while washing clothes in the river.

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31
Learning Task No. 4. : Classify the activities listed in the box below if
they are beneficial or harmful to human or environment. Copy the table.
Write your answer in the appropriate column.

1. cutting of trees 7. throwing detergents into the

2. shaping of wood to make furni- sewage
ture 8. killing animals in the forest
3. hammering/shaping iron to make 9. sewing fabric to make
bolo clothes
4. burning of old tires 10. dumping garbage into the
5. shredding paper for paper mache river

6. cooking of food

Beneficial Harmful

PIVOT 4A CALABARZON

32
 E
Learning Task No. 5. : Read the situation below. Write your reflection in
a separate sheet of paper.
Situation:
Recall a situation at home or in the community where you participated in
keeping the environment clean. If there are no experiences yet, try to make
a plan of joining any clean up drive or doing some household activities that
will be beneficial in the environment.
Write a 3-5 sentences regarding your experiences or plan. Use the tem-
plate below:
I understand that_____________________________________________________.
I realized that_________________________________________________________.

A
Learning Task No. 6: Read each situation carefully. Choose the letter of
the BEST answer.
1. The following are good environmental practices, EXCEPT ___________.
A. both sides of the bond paper were used when writing
B. old newspapers were used in wrapping gifts
C. eco bag was used in putting the grocery items
D. insecticides were used in killing insects
2. Which activity has harmful effect in the environment?
A. wood carving C. molding clay pot
B. landscaping D. burning of trees
3. Which of the following changes in materials is NOT harmful to the
environment?
A. throwing garbage in the canal
B. using paper bags when shopping
C. throwing hospital wastes in the river
D. using detergents in washing clothes in the river

PIVOT 4A CALABARZON

33
4. Which activities are beneficial in the environment?
I. burning of garbage II. vegetable gardening
III. deforestation IV. composting
A. I and III C. I, II and III
B. II and IV D. II, III and IV

5. What is/are the harmful effect (s) of melting ice and glaciers in other
parts of the world?
I. flood III. forest fires
II. destruction of habitat of some animals IV. drought
A. I, II and III C. I and II
B. II and IV D. IV only

References

Abutay,L.et.al., (2015). Science Grade 4 Learners Material. First Edition.

Quarter 1: Properties of Matter. pp. 1-25

Abutay,L.et.al., (2015). Science Grade 4 Teachers Guide. First Edition.

Quarter 1: Properties of Matter. pp. 1-33

Balatbat, F. P. et.al., (2015). The New Science Links 4. Rex Bookstore Inc.

Magbanua, G. O. et.al., TREK 4 (Technology, Research, Experiment,

Knowledge).

Natividad, M.L.M., Rojas, M.L.E. and Papa, K.A. Compilation of enhanced-

Daily Lesson Log in Science 4. SDO Cabuyao City.

PIVOT 4A CALABARZON

34
 35
PIVOT 4A CALABARZON
1. A 2. B 3. A 4. A 5. B
Learning Task No. 5
Situation 1:
1. / sink 1. use cloth or tissue paper to dry the
table
2. / sink 2. They absorb water
Situation 2:
3. /float
1. Remove about 1/4 or less water in
4. / float the jar to allow space for other mate-
rials
5. / float 2. Juice crystals will be dissolved in
water
3. float
Learning Task No. 4
Learning Task No. 3:
Materials Absorb Sink Float
water
(II) (III)
1. paper towel / /
2. styro cup /
Porous Non-porous 3. piece of bread / /
Materials Materials
4. glass /
Wood ta- Plastic container
ble 5. spoon /
Food/rice glass 6. facial tissue / /
fish spoon
7. plastic cup /
Bottle
8. detergent soap / /
fork 9. clothes pin /
plastic chair
10. rice grains / /
Table 1. Ability of the materials that absorb water,
sink or float
Learning Task No. 2 Learning Task No 1
Weeks No. 1-2
Answer Key
 36
PIVOT 4A CALABARZON
:
Solid Bend Hammer cut press
material 1. A, B, D
Stone / 2. A, B
Playdough / / / 3. A,B,D
Eraser / / / 4. B,D
Sponge / / / 5. B
Ruler / / 6. A,C
copper / / / 7. A,B
wires
Plastic / / 8. B
/
straw 9. A,B,D
Ball / /
10. A,C
Cloth / / /
11. A,B,C
bullpen / / /
12. B,C
metal / / /
spoon 13. A,B, D
metal roof / / /
14. A,C
15. A,B
Learning Task No. 5: Learning Task 4
1. They changed in size and shape.
2. No, because the change is only in the physical state .
Learning Task No. 3
What can I do to What changed
Material change the happened to the
material? material?
Candle bend, cut Shape, size
1. Clay became thin-
Aluminum foil cut Shape, size ner, changed in
Wooden stick Bend, cut Shape, size size and shape
Metal clothes line Bend, cut, ham-
Size
or washing line mered, 2. Plastic bottle was
Chocolate bar Bend, press, cut Shape, size deformed, changed
Match stick Bend, cut Shape, size in size and shape
Pencil Bend, cut, Shape, size
3. Cloth changed in
Crayons Bend, cut Shape, size size and shape
Used paper bag Cut Shape, size
Glass bottle cut Shape, size
4. THe tin hammered
changed in shape
Plastic bottle Cut, bend Shape, size
Iron rod or stick Bend, hammered Shape, size
Learning Task No.2 Learning Task No.1
Weeks No. 3-4
 37
PIVOT 4A CALABARZON
1. solid to liquid
2. Shape, size and texture
1. D
3. Liquid to solid, size, shape and tex-
2. C ture
3. A
4. B
Learning Task No. 6.
5. A
1. solid to liquid
Learning Task No. 7. 2. solid to liquid
3. liquid to gas
4. solid to liquid
Answers in the Guide Questions:
5. solid to gas
1. change in color, size and shape
1. Heat exposure Learning Task No. 5
2. Physical change
Material Before After After
3. Became solid again, because heat
heat- heating cool-
is absorbed when the materials are
ing ing
exposed to high temperature
4. Physical change
margarine Solid liquid solid
6. they changed in state from solid to
butter solid liquid solid
liquid and from liquid to solid again
Learning Task No. 4. Learning Task No.4
1. homogeneous mixture 1. solid to liquid 1. Melting
2. heterogeneous mixture 2. Solid to liquid 2. Melting
3. heterogeneous mixture 3. Liquid to gas 3. Boiling
4. heterogeneous mixture 4. Liquid to solid 4. Freezing
5. heterogeneous mixture 5. Solid to gas 5. sublimation
Learning Task No.3 Learning Task No.2 Learning Task No.1
Weeks 5-6
 38
PIVOT 4A CALABARZON
4.
10. 7.
3.
9. 6.
2.
8. 5.
1.
Learning Task No. 2
Picture/ Human ac- Beneficial Effect in the
Situations of tivities or Harmful Environment
Human Activ- shown in
ities the picture
Burning of harmful Air pollution,
garbage, Respiratory ailments
tires
gardening useful Food production, flood con-
trol or prevents soil erosion
Throwing harmful Flood, soil erosion, land-
garbage in slides, loss habitat of animals
the river and plants
Weeks 7-8
Answer Key
 39
PIVOT 4A CALABARZON
1. D
2. D Answers may vary depending on
the experiences shared by the
3. B
pupils.
4. B
5. C
Possible answers:
I understand that clean up drive
is that I need to join clean up
drive to help save the environ-
ment.
Learning Task No. 6:
Learning Task No. 5:
HARMFUL BENEFICIAL
1. C
1.Burning of old 2.Shaping of wood
tires 2. B
to make furniture
3. A
3.Hammering/
4. B,C
shaping iron to
4.Cutting of make bolo 5. A. B, AND C
trees
6. A
7.Throwing de- 5.. Shredding paper
tergents into the for paper mache 7. A
sewage 8. A, B, AND C
8.Killing ani- 6.Cooking of food
9. B
mals in the for-
10.B
9.Sewing fabric to
10.Dumping make clothes
garbage into the
river
Learning Task No. 4 Learning Task No: 3
For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta, Rizal

Landline: 02-8682-5773, local 420/421

Email Address: [email protected]

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