QUARTERS1_LE_Science4_Lesson4-Week-4.pdf

4
Lesson Exemplar
for Science
for Science
Lesson
4
Quarter 1
Lesson 1
Quarter 1

Lesson Exemplar for Science 4
Quarter 1: Lesson 4 (Week 4)
S.Y. 2024-2025
This material is intended exclusively for the use of teachers in 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
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Development Team
Writer:
• Dr. Berhana I. Flores (Western Mindanao State University)
Validator:
• PNU RITQ Development Team
Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

1
SCIENCE (CHEMISTRY) / QUARTER 1 / GRADE 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners learn that:
1. Chemical properties of materials determine their uses.
B. Performance
Standards
By the end of the Quarter, learners describe chemical properties of materials and changes to them. They demonstrate
an 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
Competencies
and Objectives
Learning Competencies
1. describe changes in properties of materials when exposed to certain changes in temperature, such as changes when
wood or coal is burned;
Learning objectives:
a. Describe changes in matter that involved physical change and chemical change
b. Investigate to show how changes in properties of materials occur when exposed to very high or very low
temperatures.
c. Cite situations wherein phase change is beneficial.
D. Content Materials and their uses
E. Integration ● Creativity and innovation
● Environmental awareness (Environmental Literacy)
● Collaboration
II. LEARNING RESOURCES
Delos Reyes, R. L. (2022). Science Links. Quezon City: REX Publication.
Campbell, C., & Tytler, R. (2007). Views of student learning. In V. Dawson & G. Venville (Eds.), The Art of Teaching Primary Science (pp. 23-
41). Australia: Griffin Press.

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
A. Activating Prior
Knowledge
DAY 1 and 2
SHORT REVIEW
The students will recall their prior knowledge of the characteristics of the three
states of matter - solid, liquid, and gas
Instructions:
● Let the students complete the table below by describing the
characteristics of solids, liquids, and gases.
● Let the students give examples for each state.
States of Matter Characteristics Examples
Solid
Liquid
Gas
The teacher may emphasize the
following:
● Solids hold their shape. They
do not flow and do not take
the shape of their containers.
Examples of solids are paper,
coins, books, and pencils.
● Liquids are objects that flow.
They take the shape of the
containers that hold them and
fill the container starting from
the bottom. They do not float,
and they can be held in a
container even with an open
lid. Examples of liquids are
water, oil, and alcohol.
● Gases take the shape of their
containers. When placed in a
container with an open lid,
gas particles will go out or
escape the container. Gases
are usually light and can float
around in space. Many gases
cannot be seen. The air that
we breathe is an example of a
gas.

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B. Establishing
Lesson Purpose
1. Lesson Purpose
The teacher may say:
Matter undergoes various changes when exposed to changes in temperature, which
can be classified as either physical or chemical. In the next phase of the lesson, you
will be able to know and understand how these changes in matter happened. It
could be a change in its internal structure or physical appearance. It may also
result in the formation of new materials when they are mixed.
2. Unlocking Content Area Vocabulary
Unscramble Word Game
● Introduce to the class the concept of unscramble word game.
● Present the unscrambled words to the class and ask the students to re-
arrange the letters to create a word corresponding to the word given by the
teacher.
Meaning: It is to make or become different.
Unscrambled word #1: EGNAHC
Answer: CHANGE
Meaning: It is a measure of how hot or cold something is.
Unscrambled word #2: TURETEMAREP
Answer: TEMPERATURE
Meaning: It is a type of food with a limited shelf life if it's not refrigerated.
Unscrambled word #3: ELBAHSIREP
Answer: PERISHABLE
Meaning: It is a process in which one or more substances, the reactants,
are converted to one or more different substances, the products.
Unscrambled word #3: IONTCAER LACIMEHC
The teacher will post scrambled
words on the board. The teacher
will give the meaning of the word
then the students will arrange
the letters to form the word.

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Answer: CHEMICAL REACTION
Meaning: It is the chemical reaction that occurs between substances when
materials burn.
Unscrambled word #3: NOIBUSTMOC
Answer: COMBUSTION
C. Developing and
Deepening
Understanding
SUB-TOPIC 1: “Physical Change”
1. Explicitation
● Introduce to the students the concept of physical change in matter,
explaining that one of the changes that can happen in matter is a state
change. A solid object can turn into a liquid or a gas. A liquid can turn into
a solid or a gas. Last, gases can turn into liquids or solids. When exposed to
very high or very low temperatures, these changes happen to materials.
● To enhance understanding, conduct a simple demonstration. Demonstrate
to the students how a certain material like ice can easily melt into water
when exposed to high temperatures. Begin the demonstration by placing a
few ice cubes into the pot or kettle. Ask the students to observe and describe
the ice cubes. Discuss their properties as a solid (e.g., cold, rigid). Then, heat
the pot on the stove or hot plate, allowing the ice cubes to melt into liquid
water. Encourage students to observe the changes in the ice cubes as they
melt and discuss the process of melting.
● The teacher may ask the following questions during the sharing:
1. What is the current state of the ice cubes?
2. Can you describe the properties of the ice cubes? (e.g., solid, cold to touch)
3. What changes do you observe as the ice cubes are heated?
4. What is happening to the ice cubes as they start to melt?
5. Can you describe any changes in the appearance or texture of the ice
cubes?
While the ice is melting, discuss
with the students what is
happening. Explain that as the
temperature increases, the ice
absorbs heat energy from its
surroundings, causing its
molecules to gain energy and
move more freely, thus changing
from a solid to a liquid.
Summarize the demonstration by
emphasizing that the same
substance, water, can exist in
different states of matter
depending on the temperature.
Reiterate that this is applicable
not just to water but to many
other substances as well.

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2. Worked Example
What is Melting?
In the demonstration, the ice cubes melted when exposed to high temperatures and
turned into liquid (water). Melting is a process where a solid turns into a liquid when
it gets warm enough. When something melts, it becomes soft and turns into a liquid.
For example, when ice cream melts, it becomes
liquid instead of being hard like ice.
Examples of Melting:
Ice Melting: One common example of melting is when ice cubes are left outside on a
warm day. As the sun shines on them or the temperature gets warmer, the ice cubes
start to melt and turn into water.
Chocolate Melting: Another example is when you heat chocolate in a microwave or
over a stove. The solid chocolate turns into a liquid, making it easier to spread or use
for making desserts like chocolate-covered strawberries.
Candle Wax Melting: When you light a candle, the heat from the flame melts the
wax. The melted wax then drips down the candle, creating a pool of liquid wax that
fuels the flame.
Real-Life Applications/Uses:
Cooking: Melting is used in cooking to transform solid ingredients into liquids. For
example, butter is melted before adding it to cake batter or melted cheese is used as
a topping for nachos.
Making Popsicles: Melting is involved in making popsicles. You pour liquid juice or
flavored water into molds and then freeze them. When you take them out of the
freezer and let them sit, the popsicles start to melt, turning back into liquid.
Recycling: Melting is used to recycle metals like aluminum and steel. Scrap metal is
melted down at high temperatures to make new products, like aluminum cans or steel
beams, instead of throwing it away.
Art and Crafts: Melting can be used in art and crafts projects. For example, crayons
can be melted and poured into molds to make new crayons with different shapes or
colors.
The teacher may emphasize that:
Understanding melting helps us
understand how things change
from solid to liquid when they get
warm. This process is useful in
our daily lives, whether we're
cooking, playing, or even
recycling!

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What is evaporation?
In the demonstration earlier, if the melted ice cubes, which have turned into liquid,
are continually exposed to high temperatures, the liquid will eventually turn into gas.
Evaporation is when the liquid turns into a gas. This happens when the liquid gets
warm enough, and its molecules move so fast that they escape into the air as vapor.
You can think of it like tiny invisible water particles flying away from a puddle, a cup
of water, or even wet clothes when they're left out to dry.
Examples of Evaporation:
Drying Clothes: After washing your clothes, you hang them outside to dry. As the
sun shines on them and the air around them gets warm, the water on the clothes
evaporates, and they become dry.
Puddles Disappearing: After it rains, you might notice that puddles on the ground
disappear even if it's not sunny. This happens because the water in the puddles
slowly evaporates into the air.
Steam from Boiling Water: When you heat water on a stove to make tea or cook
pasta, steam rises from the pot. This steam is water vapor, formed because the water
is evaporating.
Swimming Pool Evaporation: Have you ever noticed that a swimming pool gets
lower over time, even if nobody takes water out? This is because water evaporates
from the surface of the pool, especially on hot days. That's why sometimes we need
to add more water to keep the pool full.
Drying Wet Surfaces: If you spill water on the kitchen counter or the bathroom floor,
you can wipe it up with a towel. But what happens if you leave it there? Eventually,
the water evaporates, and the surface becomes dry again.
Water Cycle: Evaporation is a crucial part of the water cycle. When the sun heats
up bodies of water like oceans, rivers, and lakes, water evaporates into the air. This
water vapor rises, cools down, and forms clouds. Later, when the clouds get heavy
with water, it falls back to the ground as rain, snow, or hail.
Understanding evaporation helps
us know how water moves from
one place to another, changes
form, and even helps make some
of the things we use every day!

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Making Salt: Ever heard of sea salt? It's made by evaporating seawater. When
seawater is left out in the sun, the water evaporates, leaving behind salt crystals.
These crystals are collected and cleaned to make the salt we use in cooking.
What is Freezing?
Freezing occurs when a liquid turns into a solid when it gets cold enough. Imagine
water turning into ice when it's left in the freezer or outside on a cold winter day. The
cold slows down the molecules in the liquid, making them stick together and form a
solid.
Examples of Freezing:
Making Ice Cubes: One common example of freezing is making ice cubes. You pour
water into an ice cube tray and put it in the freezer. The water freezes and turns into
solid ice cubes as the water gets cold.
Freezing Popsicles: When you make popsicles at home, you pour juice or flavored
water into molds and put them in the freezer. Over time, the liquid freezes, turning
into tasty frozen treats.
Ice Cream: Have you ever seen an ice cream machine at an ice cream shop? It works
by freezing a mixture of cream, sugar, and flavors while stirring it. This makes creamy
ice cream that you can enjoy on a hot day.
Preserving Food: Freezing is a great way to keep food fresh for longer. You can
freeze fruits, vegetables, meat, and leftovers to prevent them from spoiling. This way,
you can enjoy your favorite foods even if you can't eat them right away.
Keeping Cool: Ice and frozen treats are perfect for keeping cool on a hot day.
Whether you're drinking a cold glass of lemonade with ice cubes or enjoying a frozen
dessert like ice cream or popsicles, freezing helps us stay refreshed when it's hot
outside.
Transporting Perishable Goods: In places where it's hard to keep food fresh, like
during long journeys or in remote areas, freezing is used to preserve perishable
Understanding freezing helps us
know how liquids can change
into solids when they get cold,
and it's useful for keeping food
fresh, staying cool, and making
tasty treats!

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goods. Foods like meat, fish, and vegetables are frozen before being transported to
keep them from spoiling.
Making Frozen Treats: Freezing is essential for making all kinds of delicious frozen
treats, such as ice cream, sorbet, frozen yogurt, and gelato. These treats are enjoyed
by people all over the world, especially on hot summer days.
3. Lesson Activity
● Divide the class into five (5) groups. Each member of every group will
decide on the specific role that they will play within their group (Team
Jobs). Along with each role are color-coded visors with their corresponding
meaning (Manager-Red; Speaker-Blue; Director-Green; Reports
Coordinator-Yellow).
● Provide each group with a copy of the activity titled “Changing State of
Water” Remind the teammates of their roles.
● Students perform the activity as directed and answer the questions
provided in the worksheet.
● Ask the students to present their output in class.
Discuss the observations with the students.
Ask questions like:
● What happened to the ice cubes when placed directly under the sun?
● What do you call this process?
● What happened to the wet handkerchief when placed directly under the sun?
● What happened to the water inside the plastic bag after leaving it in the freezer
overnight?

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DAY 3
SUB-TOPIC 2: “Chemical Change”
1. Explicitation
● Begin by discussing with the students what they think happens when wood
burns. Explain that burning is a chemical reaction that occurs when a
substance combines with oxygen from the air, releasing heat and producing
new substances.
● To enhance understanding, conduct a simple demonstration. Show the
students the wood pieces and discuss their properties. Ask them to describe
what the wood looks like, feels like, and smells like. Light one end of a wood
piece using matches or a lighter. Use metal tongs or a stick to hold the
burning wood for safety. Place a metal can or fire-safe container underneath
to catch any ashes or embers.
● The teacher may ask the following questions during the sharing:
1. What changes do you see when we light the wood on fire?
2. Describe the color of the flames. Are they the same throughout the
burning process?
3. Do you notice any smoke? What do you think is causing it?
4. How does the wood change as it burns? Does it look or feel different?
5. What do you see left behind after the wood has burned completely?
6. Can you describe the ashes? What do you think they are made of?
7. Based on what you observed, do you think burning wood is a chemical
change or a physical change? Why?
8. What do you think happens to the wood molecules during the burning
process?
9. Can you name any other examples of chemical changes that you have
seen or heard about?
The teacher may emphasize the
following concepts during the
discussion.
● Reinforce the difference
between chemical changes,
where new substances are
formed, and physical
changes, where the substance
remains the same but its
appearance may alter.
● Discuss examples of physical
changes, such as melting ice
or tearing paper, and compare
them with the chemical
change observed during the
burning of wood.
● Emphasize the products of
combustion when wood
burns: carbon dioxide, water
vapor, and ashes.
● Discuss the importance of
oxygen in the burning process
and its role in the chemical
reaction between wood and
air.
● Highlight the environmental
impact of burning wood and
other materials. Discuss how
combustion releases carbon
dioxide, a greenhouse gas,
into the atmosphere,
contributing to climate
change.

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2. Worked Example
Toasting Bread:
When bread is toasted, it undergoes a chemical change. The heat causes the bread
to turn golden brown and crispy. Explain that the high temperature of the toaster
or oven changes the bread's color and texture, creating new flavors.
Roasting Marshmallows:
When marshmallows are roasted over a campfire, they undergo a chemical change.
The heat makes them melt and turn brown on the outside. Describe how the heat
from the fire transforms the marshmallow's texture and taste, making it gooey and
delicious.
Baking Cookies:
When cookie dough is placed in the oven, it undergoes a chemical change. The heat
causes the dough to rise and turn into cookies. Discuss how the high temperature
of the oven changes the dough's composition, turning it into a tasty treat.
Caramelizing Sugar:
When sugar is heated in a pan, it undergoes a chemical change called
caramelization. The sugar melts and turns into a golden-brown liquid with a rich
flavor. Describe how the sugar changes color and taste as it is heated, creating a
sweet caramel sauce for desserts like caramel apples or caramel popcorn.
● Encourage students to think
about ways to reduce their
carbon footprint and
minimize the need for burning
wood and fossil fuels.
The Teacher may emphasize the
following concepts during
discussion:
Benefits of Chemical Changes:
Cooking Food:
Chemical changes occur when we
cook food, turning raw
ingredients into tasty meals. For
example, when we bake cookies
or grill burgers, the heat causes
chemical reactions that make the
food taste delicious and safe to
eat.
Making New Materials:
Chemical changes help us create
new materials with useful
properties. For instance, baking
soda and vinegar react to produce
carbon dioxide gas, which makes
baked goods rise and become
fluffy.
Producing Energy:
Chemical changes are essential
for producing energy. When we
burn wood or fossil fuels like coal
or natural gas, chemical

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Popcorn Popping:
When popcorn kernels are heated on the stove or in a microwave, they undergo a
chemical change. The heat causes the moisture inside the kernels to turn into
steam, which builds up pressure and eventually makes the kernels pop. Explain
how the high temperature transforms the hard kernels into fluffy popcorn, ready to
eat as a tasty snack.
Frying an Egg:
When an egg is cracked into a hot frying pan, it undergoes a chemical change. The
heat causes the proteins in the egg white and yolk to denature and coagulate,
turning from a liquid to a solid. Describe how the egg changes texture and color as
it cooks, becoming a delicious breakfast food that can be enjoyed sunny-side up,
scrambled, or fried.
These examples help demonstrate how high temperatures can lead to chemical
changes in different substances, resulting in new materials or products with altered
properties.
3. Lesson Activity
● Divide the class into four (4) groups. Each member of every group will
decide on the specific role that they will play within their group (Team
Jobs). Along with each role are color-coded visors with their corresponding
meaning (Manager-Red; Speaker-Blue; Director-Green; Reports
Coordinator-Yellow).
● Ask the students to go over Worksheet number 2, titled “Unveiling Chemical
Transformations with Heat”
● Remind the teammates of their roles.
● Students need to perform the activity as directed and answer the questions
provided in the worksheet.
● Allow the students to present their output to the class.
After conducting the experiments, discuss with the students their observations.
Ask questions like:
reactions release heat and light
energy that we use for heating
our homes, cooking food, and
generating electricity.
Harmful Effects of Chemical
Changes:
Pollution:
Some chemical changes can
pollute the air, water, and soil.
For example, burning fossil fuels
for energy releases pollutants like
carbon dioxide and sulfur
dioxide, which contribute to
climate change and air pollution.
Toxic Substances:
Certain chemical changes can
produce toxic substances that
harm living things. For instance,
when plastic is burned, harmful
chemicals are released into the
air that can cause health
problems if inhaled.
Damage to the Environment:
Chemical changes can cause
damage to the environment and
ecosystems. For example,
chemicals from factories or farms
that get into rivers and oceans
can harm fish and other aquatic
life, disrupting the balance of
ecosystems.

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● What happened when the materials were exposed to high temperatures?
● Did you observe any color changes or other reactions?
● How did the materials behave differently when burnt?
● Were there new substances formed? What are these?
● How might these reactions be useful in everyday life or science?
D. Making
Generalizations
DAY 4
1. Learners’ Takeaways
● Ask the students to outline in the graphic organizer what they have learned
in the lesson. Utilize the graphic organizer below:
The students should be able to emphasize the following:
Note: This may be done as
individual or group work.
Allow the students to
demonstrate their learning by
creating a graphic organizer. The
teacher will provide the BIG
WORDS, while the students will
provide the rest of the
concepts/ideas. Students may
also use connecting words as
needed.
CHANGES IN
MATERIALS
Physical Change Chemical Change
Melting – Solid
to Liquid
Evaporation –
Liquid to Gas
Freezing –
Liquid to Solid
Formation of charcoal
Formation of Ash
Rust Formation
Formation of Bubbles
Production of Smoke
Formation
of New
Materials

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Physical Changes:
Physical changes are alterations in the appearance or state of a substance without
changing its chemical composition. In other words, the substance remains the same
at the molecular level before and after the change. Physical changes can involve
changes in state (solid, liquid, gas), shape, size, or phase.
● Melting (Solid to Liquid):
Melting is a physical change in which a solid substance changes into a liquid
state when heated to its melting point. During melting, the intermolecular
forces holding the particles of the solid together weaken, allowing the
particles to move more freely and flow past each other. This results in the
solid substance transforming into a liquid while maintaining its chemical
composition. Common examples of melting include ice melting into water
and wax melting into a liquid state when heated.
● Evaporation (Liquid to Gas):
Evaporation is a physical change in which a liquid substance changes into
a gas state at temperatures below its boiling point. During evaporation,
molecules at the surface of the liquid gain enough kinetic energy to overcome
the intermolecular forces holding them together and escape into the
surrounding space as vapor. This process occurs spontaneously and
continues until an equilibrium is reached between the rate of evaporation
and the rate of condensation. Common examples of evaporation include
water evaporating from puddles, drying clothes on a clothesline, and the
gradual disappearance of liquid perfume from a container.
● Freezing (Liquid to Solid):
Freezing is a physical change in which a liquid substance changes into a
solid state when cooled to its freezing point. During freezing, the kinetic
energy of the molecules decreases, causing them to slow down and form
orderly arrangements known as crystals. As a result, the liquid substance
transforms into a solid with a fixed shape and volume while retaining its
chemical composition. Common examples of freezing include water freezing

14
into ice cubes, liquid wax solidifying into candles, and the solidification of
melted chocolate when cooled.
In summary, physical changes involve alterations in the state or appearance of a
substance without changing its chemical composition. Melting, evaporation, and
freezing are examples of physical changes that occur when substances transition
between different states of matter (solid, liquid, gas) due to changes in temperature
and energy.
Chemical Changes:
Chemical changes, also known as chemical reactions, involve the transformation of
one or more substances into new substances with different chemical properties.
Chemical changes can occur due to various factors, including exposure of materials
to high temperatures and mixing of different substances. When materials are
exposed to high temperatures, the increased energy can break existing chemical
bonds and facilitate the formation of new bonds, leading to the creation of new
substances.
Evidence of Chemical Change:
1. Formation of Charcoal: When wood is heated to high temperatures in the
absence of oxygen, it undergoes a chemical change called carbonization. This
process removes the water and other substances from the wood, leaving behind a
black, carbon-rich material called charcoal.
Example: Think of when you have a bonfire or grill marshmallows over a campfire.
After being exposed to the heat, the wood turns black and becomes charcoal.
2. Formation of Ash: When organic materials, like wood or paper, are burned, they
undergo a chemical change called combustion. During combustion, the material
reacts with oxygen in the air and breaks down into new substances, including
ashes. Ashes are the solid remnants left behind after the burning process.
Example: After you burn a piece of paper or wood, the gray powdery substance
that's left behind is the ash. It's what's left over when the material burns up.
3. Rust Formation: Rust forms when iron or iron-containing metals are exposed
to oxygen and moisture over time. This exposure causes a chemical reaction called

15
oxidation, where iron atoms combine with oxygen atoms to form iron oxide, which
appears as reddish-brown rust.
Example: You might have seen rusty nails or metal objects that have turned
reddish-brown after being exposed to air and moisture for a while. This is because
the metal has undergone a chemical change and turned into rust.
4. Formation of Bubbles: Bubbles form when a gas is produced during a chemical
reaction. This happens when two or more substances react chemically, producing
a gas as one of the products. The gas forms bubbles that rise to the surface.
Example: When you mix baking soda and vinegar together, bubbles form because
a chemical reaction occurs between the two substances, producing carbon dioxide
gas.
5. Production of Smoke: Smoke is produced when materials burn incompletely,
leading to the release of tiny particles and gases into the air. It occurs during the
combustion of organic materials, such as wood, paper, or fossil fuels.
Example: When you light a campfire or a candle, smoke rises from the flames.
This is because the materials are undergoing combustion, and smoke is produced
as a result.
2. Reflection on Learning
● Distribute paper and pencils or markers to each student.
● Ask the students to draw two large circles on their paper, labeling one circle
"Physical Changes" and the other "Chemical Changes."
● Encourage students to think of examples of physical and chemical changes
they have observed or learned about. They can write or draw these examples
in the appropriate circle.
● Alternatively, provide a list of examples for students to choose from if they
need assistance.
Reflection Questions:
● Once the students have filled out their circles, lead a discussion about their
observations.

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● Ask questions such as:
1. What examples did you include in each circle?
2. How are physical changes different from chemical changes?
3. Can you think of any examples that show both physical and chemical
changes happening together?
4. Why is it important to understand the difference between physical and
chemical changes?
Sharing and Conclusion:
● Give students the opportunity to share their reflections with the class, either
by presenting their drawings or discussing their examples.
● Summarize the key points of the discussion, emphasizing the importance of
understanding physical and chemical changes in our everyday lives.
● Encourage students to continue exploring and observing examples of
physical and chemical changes both inside and outside the classroom.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating
Learning
1. Formative Assessment
Direction: Read each question carefully. Identify the letter of the correct answer.
1. Which of the following is an example of a physical change?
A) Burning wood
B) Rusting iron
C) Melting ice cream
D) Baking a cake
2. What happens when you tear a piece of paper into small pieces?
A) A chemical change occurs.
B) The paper undergoes evaporation.
C) The paper undergoes a physical change.
D) The paper undergoes sublimation.
Assessment should be carried
out throughout the lesson in
the form of discussions and
written responses to the
various activities.
Answer Key:
1. C
2. C
3. C
4. B
5. A
6. C
7. B

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3. Which of the following is an example of a chemical change?
A) Cutting vegetables
B) Melting butter
C) Mixing baking soda and vinegar
D) Freezing water
4. Sarah was cooking scrambled eggs for breakfast. She cracked some eggs into
a hot frying pan and stirred them until they were cooked. What type of change
did the eggs undergo during cooking?
A) Physical change
B) Chemical change
C) No change occurred
D) Both physical and chemical changes
5. Timmy mixed some sugar into his glass of water until it dissolved completely.
What type of change occurred when the sugar dissolved in the water?
A) Physical change
B) Chemical change
6. Which of the following is an example of a physical change involving a change
of state?
A) Rust forming on an iron nail
B) Paper burning and turning into ashes
C) Ice melting into water
D) Milk spoiling and curdling
7. Maria was baking cookies in the oven. As the cookies were baked, they
turned golden brown and became firm. What type of change occurred to the
cookies during baking?
A) Physical change
B) Chemical change
8. A
9. B
10.B

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8. Alex lit a candle and observed as the wax melted and formed a pool of liquid
around the wick. What type of change occurred to the wax during burning?
A) Physical change
B) Chemical change
These multiple-choice test items cover various aspects of physical and chemical
changes, including examples and situational problems to assess understanding.
9. Jason was cleaning his bicycle after a ride. He noticed that the metal parts
were starting to rust. Why is it important for Jason to prevent rust from forming
on his bicycle?
A) To make his bicycle look shiny and new
B) To avoid damaging the metal parts of his bicycle
C) To impress his friends with his well-maintained bicycle
D) To win a prize for the best-looking bicycle
10. Anna was planning to cook dinner for her family. She needed to know
whether cooking chicken in the oven would result in a physical or chemical
change. Why is this important for Anna to consider?
A) So she can impress her family with her cooking skills
B) So she can choose the best cooking method for the chicken
C) So she can avoid making a mess in the kitchen
D) So she can win a cooking competition
2. Homework (Optional)
Exploring Changes Around You
Instructions:
● Take a walk around your home, backyard, or neighborhood.

19
● Look for examples of physical and chemical changes.
● Write down at least three examples of each type of change.
● For each example, describe what happened and whether it was a physical or
chemical change.
● Draw a picture or take a photo of one of the examples you found (optional).
● Bring your findings to class to share with your classmates.
B. Teacher’s
Remarks
Note observations on
any of the following
areas:
Effective Practices Problems Encountered
Teachers’ remarks
The teacher may take note of
some observations related to
the effective practices and
problems encountered after
utilizing the different strategies,
materials used, the earner
engagement and the other
related stuff.
Teachers may also suggest
ways to improve the different
activities explored.
strategies explored
materials used
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?
Teachers’ reflections
Teacher’s reflection in every
lesson conducted/facilitated is
essential and necessary to
improve practice. You may also
consider this as an input for
the LAC/Collab sessions.

QUARTERS1_LE_Science4_Lesson4-Week-4.pdf

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