4

Quarter 4
Learning Activity Sheet Lesson

for Science 1
Worksheet for Science Grade 4
Quarter 4: Lesson 1 (Week 1)
SY 2024-2025

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 LEARNING ACTIVITY SHEET 1

Learning Area: Science Quarter: 4th Quarter

Lesson No.: 1 Date:
Lesson Title/ Topic: What is Soil (Importance of Soil for Plant Growth)
Name: Grade & Section:

I. Activity No. 1: Characteristics of Soil (20 minutes)

II. Objective(s): At the end of the activity, the learners are expected to identify the different
characteristics of soil.

III. Materials Needed:

• School garden
• Magnifying glass (optional)

IV. Instructions:
1. Work in pairs.
2. Visit your school garden.
3. Observe the soil around.
4. Using the Venn diagram, describe two types of soil available in your garden.

Type 1 Type 2

Science Grade 4 Quarter 4 1

Rubric or Scoring Guide:

Use the rubric guide below in assessing the student’s Venn Diagram.
Criteria 4 Points 3 Points 2 Points 1 Point
Accurately Identifies and Partially Struggles to
identifies and labels most identifies identify and label
labels common common soil common soil common soil
Identification
soil components components with components with components
of Elements
(e.g., minerals, minor notable accurately.
organic matter, inaccuracies. inaccuracies.
water).
Provides a clear Presents a Attempts to Struggles to
and accurate comparison of compare compare
comparison of similarities and similarities and similarities and
similarities and differences differences, but differences
Comparison differences between soil the accurately.
between soil components but understanding is
components. with minor limited, leading
inaccuracies. to notable
inaccuracies.
Uses precise and Uses appropriate Attempts to use Struggles to use
scientific language to descriptive descriptive
language to describe soil language, but the language
Use of
describe soil components, expressions are appropriately.
Descriptive
components and with minor simplistic or
Language
their inaccuracies or contain notable
characteristics. less precise inaccuracies.
terminology.
Demonstrates a Shows a solid Demonstrates a Struggles to
deep understanding of basic demonstrate a
understanding of soil components understanding of clear
Understanding soil components and their soil components understanding of
of Concepts and their roles in functions but but lacks depth soil components.
the environment. may have some in knowledge.
gaps in
knowledge.
The Venn The Venn The Venn The Venn
diagram is diagram is neat diagram is diagram is
exceptionally and well- somewhat disorganized,
Neatness and
neat, well- organized with organized, with making it
Organization
organized, and minor deviations noticeable challenging to
visually from perfection. inconsistencies follow the
appealing. or untidiness. information.

Scoring Guide:
• 16-20 points: Exemplary performance. The student demonstrates a thorough
understanding of soil components and presents the information exceptionally well.
• 11-15 points: Proficient performance. The student has a solid understanding of soil
components, with some minor areas for improvement in accuracy or organization.
• 6-10 points: Basic performance. The student has a basic understanding of soil
components but may struggle with accuracy, organization, or depth of knowledge.
• 1-5 points: Below basic performance. The student has difficulty demonstrating a clear
understanding of soil components, accuracy, and organization.

Science Grade 4 Quarter 4 2

V. Synthesis/Extended Practice/Differentiation (if needed):

Synthesis
Soil is a dynamic mixture of minerals, organic matter, water, and air, with varying
compositions leading to different soil types. It plays a critical role in supporting life, providing
essential nutrients for plant growth, and fostering biodiversity. Soil erosion poses
environmental challenges, but conservation practices help prevent soil loss. In agriculture,
soil health is crucial, influencing crop selection and farming practices. Soil also acts as a
filter, affecting water quality and playing a role in climate regulation through carbon
sequestration. Understanding soil's complex interplay is essential for sustainable land
management and environmental preservation.

Extended Practice
Design your ideal soil garden by applying your understanding of soil components and
characteristics in a creative and practical way. Use another sheet for your drawing.

Suggested Modification:
Group project: "Soil Explorers."
Objectives: Investigate a specific type of soil and present their findings to the class.
Instructions:
1. Form a small group.
2. Research, investigate the composition and characteristics of the soil type assigned in
your group.
3. Create a Venn Diagram comparing your group’s assigned soil type with another
discussed in class.
4. Present your Venn Diagrams in class.
5. Share your insights, questions, and identification of commonalities or differences
between the various soil types.

Science Grade 4 Quarter 4 3

 LEARNING ACTIVITY SHEET 2

Learning Area: Science Quarter: 4th Quarter

Lesson No.: 1 Date:
Lesson Title/ Topic: Different Types and Characteristics of Soil
Name: Grade & Section:

I. Activity No. 2: Identifying Types of Soil (30 mins)

II. Objective(s): At the end of the activity, the learners are expected to:
a. identify different types of soil; and
b. describe the characteristics of each kind of soil.

III. Materials Needed:

• Soil samples from different places (garden, riverbank, seashore, construction site)
• Bond papers
• Magnifying glass
• Ruler

IV. Instructions:
1. Work in group.
2. Together with your teammates perform the activity.
3. Place the soil sample on a sheet of bond paper. Mark the garden soil as sample A, the
soil from the riverbank as sample B, the soil from the seashore as sample C, and the
soil from the construction site as sample D.
4. Study each soil sample using a magnifying glass. Look at its color and particle size.
5. Using a ruler, measure the size of particles of each soil sample in millimeters (mm). If
the soil particles are smaller than 1mm, indicate that the measurement is below 1mm
in the table.
6. Write your findings in the table below. Identify the kind of soil that each soil sample
represented.
Soil Sample Color Particle Size (mm) Kind of Soil
A
B
C
D

7. Answer the following questions:

a. Do all soil samples have the same color?
__________________________________________________________________________________
__________________________________________________________________________________
b. How does the color of soil samples vary, and what factors contribute to the
differences in soil color across various samples?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
c. Do all soil samples have the same particle size?
__________________________________________________________________________________
__________________________________________________________________________________
Science Grade 4 Quarter 4 4
 d. How does the particle size of soil samples vary, and what factors contribute to
differences in particle size across various soil samples?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
e. What is the range of particle sizes among different soil samples, and can you
identify which sample has the largest and smallest particle sizes, respectively?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

8. Present your findings to the class.

V. Synthesis/Extended Practice/Differentiation (if needed):

Synthesis
Different types of soil contribute to a diverse range of ecosystems, each characterized by
specific compositions and properties. Sandy soil offers good drainage but struggles with
water retention, while clayey soil retains water well but can be prone to compaction. Loamy
soil strikes a balance, combining benefits from sand, silt, and clay. Silty soil is smooth and
fertile, found in river valleys. Peat soil, rich in organic matter, is prevalent in marshy areas.
Chalky or limestone soil is alkaline and rocky. Volcanic ash soil is nutrient-rich, originating
from volcanic eruptions. Lateritic soil in tropical regions contains high levels of iron and
aluminum. Understanding these soil types is crucial for effective land management and
sustainable agriculture.

Extended Practice
Soil Profile Investigation. This extended practice involves a hands-on approach, allowing
students to dig deeper, quite literally, into the layers of soil.

Suggested Modification:
Group Activity: Soil Explorers
Objectives: Use online resources and virtual tools to explore diverse soil types
Instructions:
1. Access links to soil science websites, educational simulations, or virtual field trips to
engage with interactive platforms simulating soil profiles.
2. Analyze characteristics, vegetation, and crops associated with each soil type.
3. Create a digital presentation summarizing their virtual exploration, incorporating visuals
and data.
4. Share to the class your experiences, discuss observed similarities and differences in soil
profiles, and consider the potential impacts on ecosystems and human activities.

Science Grade 4 Quarter 4 5

 LEARNING ACTIVITY SHEET 3

Learning Area: Science Quarter: 4th Quarter

Lesson No.: 1 Date:
Lesson Title/ Topic: Soil absorption Capacity
Name: Grade & Section:

I. Activity No.3: Comparing How Different Kinds of Soil Absorb Water (30 mins)

II. Objective(s): At the end of the activity, the learners are expected to compare how different
kinds of soil absorb water.

III. Materials Needed:

• Different kinds of soil (clay, gravel, loam & sand)
• Water
• 4 identical beakers
• Stopwatch

IV. Instructions:
1. Work in group.
2. Together with your teammates perform the activity.
3. Put a cup of each kind of soil into a beaker.
4. Pour 50 mL of water into each beaker simultaneously.
5. Observe how the soil absorbs water.
6. Use a stopwatch to record the time in seconds (s) that it takes for the soil to absorb
water completely
7. Complete the table below:
Kind of Soil Time it Takes to Absorb the Water (s)
clay
sand
gravel
loam

8. Answer the following questions:

a. How many seconds did it take for each type of soil to absorb water?
_______ clay _______ gravel
_______ sand _______ loam
b. Which kind of soil absorbs water very fast?
__________________________________________________________________________________
__________________________________________________________________________________
c. Which kind of soil absorbs water very slowly?
__________________________________________________________________________________
_________________________________________________________________________________
d. Which kind of soil is best for growing plants? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

9. Present your findings to the class.

Science Grade 4 Quarter 4 6

V. Synthesis/Extended Practice/Differentiation (if needed):

Synthesis
Comparing how different soils absorb water highlights distinct characteristics influencing
water retention and drainage. Sandy soil, with larger particles, drains quickly but retains
water poorly. Clayey soil, composed of fine particles, retains water well but has limited
drainage. Loamy soil, a balanced mix, offers optimal water absorption for diverse plant life.
Silty soil strikes a middle ground, supporting various crops. Peat soil, rich in organic matter,
excels in water retention but can lead to waterlogging. Chalky or limestone soil provides
good drainage, influenced by its alkaline nature. Volcanic ash soil efficiently absorbs water,
promoting fertility. Recognizing these dynamics is crucial for effective land management,
agriculture, and environmental preservation.

Extended Practice
Soil Water Absorption Garden Project: This activity will determine how much you understand
how different soil types absorb water

Suggested Modification:
Create simple illustrations or diagrams showcasing the water cycle's connection to soil
absorption.

Science Grade 4 Quarter 4 7

 LEARNING ACTIVITY SHEET 4

Learning Area: Science Quarter: 4th Quarter

Lesson No.: 1 Date:
Lesson Title/ Topic: What is Soil (Importance of Soil for Plant Growth)
Name: Grade & Section:

I. Activity No. 4: Identifying the Effects of Different Types of Soil on the Growth of Plants
(30 mins)

II. Objective(s): At the end of the activity, the learners are expected to identify the effects of
different types of soil on the growth of plants.

III. Materials Needed:

• Different kinds of soil (clay, loam & sand)
• Mungo seeds
• 3 pots
• Marker

IV. Instructions:
1. Work in group.
2. Together with your teammates perform the activity.
3. Fill one pot with clay. Label it as pot A.
4. Fill another pot with loam soil or garden soil. Label it as pot B.
5. Fill the third pot with sandy soil. Label it as pot C.
6. Scatter mungo seeds on the soil of each pot. Make sure that the mungo seeds are
distributed evenly on the soil.
7. Sprinkle the pots for 1 to 2 weeks. Draw what you observed in the table below.
Pot A (Clay) Pot B (Loam) Pot C (Sandy)

8. Answer the following questions:

a. In which pot did the mungo seeds grow well?
____________________________________________________________________________________
____________________________________________________________________________________
b. In which pot did the mungo seeds not grow well?
____________________________________________________________________________________
____________________________________________________________________________________
c. Which kind of soil is best for growing plants? Why?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

9. Present your findings to the class.

Science Grade 4 Quarter 4 8

V. Synthesis/Extended Practice/Differentiation (if needed):

Synthesis
Identifying the effects of different soil types on plant growth reveals a multifaceted
relationship between soil characteristics and various aspects of the plant life cycle. The
synthesis emphasizes nutrient availability, water retention, root development, soil pH,
microbial activity, and the broader impact on ecosystems. It underscores the importance of
considering these factors for sustainable agriculture, informed land management, and
environmental conservation. Recognizing the intricate interplay between soil and plants is
crucial for making informed decisions that optimize plant health, foster biodiversity, and
contribute to ecosystem resilience.

Extended Practice
Title: Soil Exploration and Plant Journal
Instructions:
1. Plant identical seeds in pots filled with different soil types, making daily observations on
seed germination, seedling growth, and leaf development.
2. Conduct measurements on the plant, such as plant height and leaf count. Note all these
observations. Make these observations in constant interval.
3. Draw or take pictures of the plant.
4. Share your observations, measurements and drawings, through a class presentation.
5. Compare your journal with your other classmates.

Suggested Modification:
Title: Soil Scientists
Instructions:
1. Form a small group.
2. Conduct research on your assigned soil type. Identify its characteristics and its effects
on plant growth.
3. Design experiments to determine its effects on plants. Take not of the challenges and
unexpected observations.
4. Present your findings to the class. Make sure to emphasize how your experiment helped
in determining the impact of different soils to plant growth.

TEAM JOBS
Manager (red)
• Responsible for collecting and returning the team’s equipment.
• Also tell the teacher if any equipment is broken or damaged.
• All members are responsible for cleaning up after an activity and getting ready to return.

Speaker (blue)
• Responsible for asking the teacher or another team’s speaker for help.
• If the team cannot decide how to follow a procedure, the speaker is the ONLY person who
may seek help.
• The speaker shares any information obtained with all the team members.
• The teacher may speak with all the team members.
• Each team member should be able to report on the team’s result, not just the speaker.

Director (green)
• Responsible for making sure that the team understands the activity and helps team
members to focus on each step to be completed.
• Helps team members to check that they have completed all aspects of the activity
successfully.
• Provided guidance but is not the team leader.
Science Grade 4 Quarter 4 9
 Reports Coordinator (yellow)
• Responsible for ensuring that team members have completed all the necessary reports,
data collection and relevant worksheet.
• Does not necessarily report on behalf of the team.
• Ensures that each member of the team has the necessary information so that they can
report to the class if required to do so.

Rubric for assessing Performance Task 1: Collection of Soil

1 point 3 points 5 points

The students were able to The students were able to The students were able to
collect one to two types of soil collect three to four types of collect all the five types of soil.
only. soil.
The students were able to The students were able to The students were able to
name or identify one to two name or identify three to four name or identify all the five
types of soil correctly. types of soil correctly. types of soil correctly.
The students were able to The students were able to The students were able to
discuss one to two discuss three to four discuss all the characteristics
characteristics of each type of characteristics of each type of of each type of soil.
soil. soil.
The students were able to The students were able to The students were able to
discuss one to two uses of discuss three to four uses of discuss all the uses of each
each type of soil. each type of soil. type of soil.

Rubric for assessing Performance Task 2: Slogan Making

CRITERIA 1 point 3 points 5 points

The message of the The message of the The message of the
Clarity of
slogan cannot be slogan was a bit slogan was very clear.
Message
understood. confusing.
The group did not use The group use few The group use all the
the appropriate appropriate materials appropriate materials
Appropriateness materials (illustration for the slogan. for the slogan.
board, coloring
materials, and others)
for the slogan.
The work of the group The work of the group The work of the group
Visual Impact
was not attractive. was fairly attractive. was very attractive.
The message of the The message of the The message of the
slogan was not related slogan was a little or slogan was very much
Relevance
or relevant to the relevant to the theme. related or relevant to
theme. the theme.
The students did not Only three to four All students helped to
Cooperation help one another. students worked for do their work.
the activity.

Science Grade 4 Quarter 4 10