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Lesson Exemplar Quarter 1

Lesson

for Science 8

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science 4
Quarter 1: Lesson 8 (Week 8)
S.Y. 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum
during the School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any
unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and
may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate
and obtain permission to use these materials from their respective copyright owners. The publisher and development team do not
represent nor claim ownership over them.

Development Team

Writer:
 Leizel A. Concepcion (Mariano Marcos State University)

Validator:
 Diana Lou E. Sipalay (Caloocan High School)

Management Team
Philippine Normal University
Research Institute for Teacher
Quality SiMERR National
Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please
write or call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by
email at [email protected].
SCIENCE (CHEMISTRY) / QUARTER 1 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Learners learn that:

Standards 1. Science inventions have brought about major changes to our daily lives.
2. Chemical properties of materials determine their uses.
3. Communication skills and open mindedness are needed in solving environmental issues.

B. Performance By the end of the Quarter, learners describe chemical properties of materials and change them. They demonstrate an
Standards understanding that science processes can solve everyday problems and use creativity and determination to provide
examples. They exhibit objectivity and open-mindedness in gathering information related to environmental issues and
concerns in the community.

C. Learning Learning Competency: The learners apply science process skills and attitudes in conducting a guided survey about
Competencies environmental issues and concerns including grouping and classifying, communicating, and open mindedness.
and Objectives
Lesson Objectives:
The learners will be able to:
a. give attention to the environmental problems that they could observe in their locality; and
b. use science process skills and attitudes in conducting survey about local environmental issues and concerns.

D. Content 1. Science inventions

2. Materials and their uses
3. Gathering scientific information

E. Integration Environmental Awareness

Responsible Steward of Nature

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II. LEARNING RESOURCES

● INQUIRER.net. (2023, October 9). Majority of Filipinos noticed climate change impacts in 2023, survey shows | INQToday. YouTube.
https://youtu.be/NZDUOPyQ0Rs
● Rubrics Poster Slogan | Poster | Communication Design. (n.d.). Scribd. https://www.scribd.com/document/420004355/Rubrics-
Poster-Slogan

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Short Review
The teacher will cut this picture and let the learners form the picture. After In this part, talk about the
forming this picture, ask what they can see in the picture. scenarios formed in the puzzle.
Let the learners describe the
pictures and share their ideas.

The review task can be

implemented as a group
activity, wherein each group
will receive a different puzzle
set. The pieces shall be
assembled as fast as possible,
and the group representative or
team captain can then explain
the picture formed.

Guide Questions:
1. What can you see in the pictures? Are these real -ife scenarios? Have you seen
any of this with your own eyes?
2. In the past lesson, you have learned about using scientific process skills and
attitudes. How can knowing and developing these skills and attitude help you
solve problems like this?

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 2. Feedback (Optional) If the answers to the guide
questions spark debate or
discussion, continue processing
the pupils’ answers in this part.

B. Establishing 1. Lesson Purpose

Lesson Purpose Ask, “Do you observe environmental problems in your locality? This week, we’ll
talk about the different problems that we observe in our own place and conduct
a simple investigation to find out their causes and their effects to the society.”

2. Unlocking Content Vocabulary

Before proceeding, the learners need to define the following words which they The teacher may strategize how
will be encountering in their lesson for this week. to present this part. She may
1. Water pollution - the release of substances into bodies of water that makes opt to present through a game,
water unsafe for human use and disrupts aquatic ecosystems. using pictures, etc.
2. Land pollution - the deposition of solid or liquid waste materials on land or
underground in a manner that can contaminate the soil and groundwater,
threaten public health, and cause unsightly conditions and nuisances.
3. Garbage pollution- pollution caused by improper disposal of garbage which
inflicts harm to the environment.
4. Environmental problems - a state in which the order and law of the
ecosystem are collapsed as the ecological function it originally had is
destroyed due to the influence of human activities.
5. Community – a place where group of people leave together sharing with
common resources

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C. Developing and 1. Explicitation
Deepening
Understanding Let the learners read this news article (a copy of which is attached to the In this part, the teacher must
worksheet). have to establish already what
environmental problems are,
what may result to when
garbage is not properly
disposed.

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 In this part, it is important that
the learners’ attention be led to
the environmental problems
that they observe in their
locality.

Since our learners are young,

bringing them to actual places
during classes might not be
possible (However, if possible, to
bring them in the actual area,
that would be better). It is
suggested that the teacher just
take a video of the different
environmental issues that they
can observe in their locality, say
polluted body of water,
deforestation that resulted to
wildfire, air pollution, and other
possible environmental
problems that they can observe
in the locality. If more than one
Guide questions: issue is observed, divide the
1. What is the news all about? class as to the number of issues
2. What is celebrated nationwide as mentioned by the news article? so each group will focus to a
3. Why do you think there is a nationwide awareness on waste segregation? certain problem.
4. Is managing our waste a challenge to us as a nation?
5. Does improper waste disposal lead to another environmental problems?
Like what?
6. How about in your community, do you have environmental problems, too?

The teacher will tell the group that on the succeeding days, they will work on a
simple investigation about simple problems that they observe in their place.

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DAY 2 - DAY3 On the second day, let the
learners watch the videos and
2. Worked Example: “Zoom-In to Nature” (LAS1) start working on the activity.
Tell the learners that they will have a virtual visit to the community where
environmental problems are evident. Tell them to be serious and pay attention The teacher may also invite
because this activity concerns their own place. Before showing the different somebody form the locality to
videos, show short video footage (say a footage on their way to the target place) talk about the problem like for
that will help the pupils familiarize themselves with the places that they will example the barangay officials
in charge of environmental
visit virtually.
issues in the barangay,
personnel from ENRO, or
Guide questions: anybody who is knowledgeable
1. What environmental problem is shown in the video? of the environmental issue.
2. What caused this problem? When taking pictures of the
3. What the community is doing to address this problem? place, inform their parents
4. As a grade 4 pupil, how can you help in solving this problem? (through group messaging) that
they should accompany their
3. Lesson Activity children.

The teacher will facilitate the interactive discussion. The discussion here
depends on the observed problem/s in the locality. For the sake of discussion and
providing sample answers,
1. What environmental problem is observed in the locality?
assume that the observed
The observed problem in the locality is the pollution of the river.
problem is water pollution.
2. What causes water pollution in the river?
Garbage was thrown in the river. Garbage like plastic wrappers, bottles, The discussion should be
and dead animals were thrown in the river. localized depending on the
observed environmental issue in
3. Who is responsible for throwing garbage into the river? the community.
The locals and even the picnic goers just throw their garbage in the water. The teacher can utilize other
4. What are observed impact or effect of water pollution in the community? issue and is free to modify the
sample answers here.
The water gives foul odor to the surroundings, the water is already
stagnant, aquatic animals no longer thrive in the river.

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 Tourists are no longer attracted to visit the place.
Swimming is no longer possible because of the dirty water.
5. What is the community doing to address the problem?

A barangay ordinance was crafted to protect the river, whoever caught

dumping garbage in the river will be punished.
Washing clothes and cars/jeepneys is prohibited.
Regular clean-up drive along the riverbank is conducted every weekend.

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 D. Making DAY 4
Generalizations The teacher prepares the
1. Learners’ Takeaways concept map ahead of time, can
Fill out the chart below to know if you’ve learned something from our activity be printed and can be given
this week. individually or prepare a big
one to be posted on the board.
The learners can answer in
their notebook and put their
answers in the posted one on
the board. Either way, the
teacher lets the learners
complete the chart. Afterwards,
s/he will call at least two (2)
students to explain their
answer.

2. Reflection on Learning The teacher can always insert

reflection in every lesson or
Reflect on this. You may write your answer in your notebook. activity if s/he deems necessary

not just at the end of the

My Role in Addressing Environmental Problem of My Community lessons.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating
Learning 1. Formative Assessment

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In a 1/8 sized illustration board, make a poster – slogan showing proper care
Other drawing material can be
to environment.
utilized depending on the
availability in the locality. The
main point is to master the goal
of the lesson and see if pupils
can really empathize with the
issue at hand.

Refer to the rubric below for scoring.

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 Adapted from: https://www.scribd.com/document/420004355/Rubrics-Poster-Slogan The teacher may opt to give
homework if s/he thinks the
2. Homework (Optional) competency is not yet
Unfinished activities can be brought home. mastered.

B. Teacher’s Note observations

Remarks on any of the Effective Practices Problems Encountered
following areas:

strategies explored

materials used

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 learner engagement/
interaction

others

C. Teacher’s
Reflection 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?
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?

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