Special Science Elementary School Grade 4 Lesson (Enhanced Science)
- 1. Special Science Elementary School Curriculum School: TAGOLOAN CENTRAL SCHOOL Grade Level: 4 Teacher:MICHELLE B. BALABA Learning Area: SCIENCE Teaching Dates and Time and Section JUNE 16 – 20, 2025 (WEEK 1) 07:50:08-50AM (EISNTEIN) 10:45-11:45AM (EULER) Quarter: 1 I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES A. Content Standards The learners should demonstrate understanding of grouping different materials based on their properties. B. Performance Standards The learners should be able to recognize and practice proper handling of products. C. Learning Competencies and Objectives Classify materials based on the ability to absorb water, float, sink, and undergo decay. D. Content Materials that Absorb Water, Float, Sink, and Undergo Decay MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Materials: •Samples: sponge, cotton ball, paper towel, plastic bag, aluminum foil, cloth, wax paper •Water, droppers or spoons •Activity sheets PPT Materials: * Clear basin or tub with water *Objects: plastic spoon, stone, coin, pencil, rubber band, wood block, plastic cup, metal key, paper clip, eraser, foam piece, toy boat *Worksheets/activity sheets *Chart paper and markers *PPT Materials: *Clear basin or large container filled with water *Various objects/materials such as: metal spoon, coin, stone, paper clip, rubber band, plastic toy, wood block, pencil, eraser, balloon *Worksheets for recording observations *PPT Materials *Samples of materials that undergo decay (e.g., fruit peels, bread, leaves) *Samples of materials that do not decay easily (e.g., plastic, metal, glass) *Transparent cups or containers *Soil *Water *Plastic wrap and rubber bands *Observation sheets or science journals *PPT Weekly test 1. Elicit Teacher Prompt: “Have you ever spilled water at home? What did you use to clean it up? Why do you think that material worked?” 1. Elicit Display a variety of objects on a table. Prompt: “Which of these objects do you 1. Elicit Teacher asks: “Can you name some materials or objects you think will sink if placed in water? Why do you think so?” 1. Elicit Teacher asks: “What happens to leftover food or fallen leaves if we leave them outside for a long time?”
- 2. Purpose: Activate prior knowledge and gather students’ ideas about materials that absorb water think will float if we put them in water? Why?” Purpose: Draw out students’ ideas and experiences with floating and sinking Purpose: Activate students’ prior knowledge and ideas about sinking. Use real objects on the table to help students identify and discuss. Purpose: Activate prior knowledge and gather students’ ideas about decay and rotting. Encourage students to share experiences with spoiled food or decomposing leaves. 2. Engage Demonstration: Show a quick demo: Pour water on a paper towel and on a plastic bag. Ask, “What do you notice? Which material absorbs the water, and which does not?” Discussion: Let students share their observations and predictions about other materials. 2. Engage Demonstration: Teacher places a wood block and a coin in the water. One floats, one sinks. Discussion: “What did you notice? Why do you think the wood floats but the coin sinks?” Encourage students to share their thoughts and hypotheses 2. Engage Demonstration: Teacher drops a metal spoon and a plastic toy into the water basin. Ask: “What happened to the spoon? What about the plastic toy? Which one sank? Which one floated?” Encourage students to observe carefully and share their thoughts. 2. Engage Demonstration: Show two samples: a fresh fruit peel and a plastic wrapper. Ask, “Which one do you think will rot or decay? Why?” Discussion: Let students predict and discuss what decay means and what causes it. 3. Explore Group Activity: In groups, students test different materials by dropping water on each sample. They record what happens (absorbs/does not absorb) on their activity sheets. Guiding Questions: What happened to the water on each material? Which materials absorbed the water the fastest? 3. Explore Group Activity: Divide students into small groups. Give each group a set of objects and a basin of water. Task: Predict, test, and record which materials float and which sink. Use a worksheet to write predictions and results. Guiding Questions: *What happened when you put each object in the water? *Were your predictions correct? 3. Explore Group Activity: Divide students into small groups and provide each group with a set of objects. Task: Predict which objects will sink or float, then test by placing them in water. Record: Students fill out a worksheet noting predictions and actual results. Teacher Role: Facilitate, observe, and guide students to focus on the properties of materials. 3. Explore Group Activity: Students work in groups to set up a simple decay experiment: Place small pieces of fruit peel, bread, and leaves in separate transparent cups with soil. Cover with plastic wrap secured by rubber bands to keep insects out. Observe and record initial characteristics (color, smell, texture). Teacher explains: Over days or weeks, students will observe changes to understand decay. Show a video demonstrating decay process and microorganisms involved. 4. Explain 4. Explain 4. Explain 4. Explain
- 3. Class Discussion: Groups share results. Teacher explains that absorbent materials have tiny spaces (pores) that soak up water, while non-absorbent materials do not. Key Vocabulary: Absorb, absorbent, non-absorbent, porous, repel. Class Sharing: Groups present their findings. Teacher leads discussion. Key Points: Floating means to stay on the surface of water; sinking means to go to the bottom. Materials that are less dense than water float; those that are more dense sink. Sometimes shape and air inside an object can affect floating (e.g., a boat). Vocabulary: Float, sink, density, buoyancy. Class Discussion: Groups share their findings. Teacher explains: Objects that sink are usually denser or heavier than water (e.g., metal, stone). Sinking means the object goes to the bottom of the water. Density and material type affect whether an object sinks or floats. Introduce key terms: sink, density, material properties. Class Discussion: Discuss what decay is: the breaking down of materials by microorganisms like fungi and bacteria. Explain factors that affect decay: water, air, soil, temperature, and microorganisms. Define key terms: decay, decompose, biodegradable, non- biodegradable, microorganisms. 5. Elaborate Application: Ask: “Why do we use towels to dry ourselves but not plastic bags? Why are umbrellas made of certain materials?” Let students brainstorm more examples from home or school. Oral sharing: Each student gives one example of an absorbent and a non-absorbent material and explains why. Extension: Discuss how understanding absorbency helps in daily life (e.g., cleaning spills, choosing clothes for rainy days). 5. Elaborate Application Questions: “Why do ships made of metal float, but a small metal coin sinks?” “What happens if you change the shape of a piece of clay?” Extension Activity: Students try to make a piece of clay float by shaping it like a boat 5. Elaborate Application Questions: “Why does a metal spoon sink but a wooden pencil floats?” “How does the shape of an object affect sinking?” Extension Activity: Students try to change the shape of a piece of clay to make it float or sink and discuss results. 5. Elaborate Application Questions: “Why is it important to separate decaying waste from non-decaying waste?” “How does decay help the environment?” Discuss how decaying materials return nutrients to the soil and support plant growth. Talk about health and environmental effects of decaying garbage if not properly managed. 6. Evaluate Students complete a worksheet: Sort pictures of materials into ‘Absorbs Water’ and ‘Does Not Absorb Water’ columns. 6. Evaluate Worksheet: Sort pictures or names of materials into ‘Float’ and ‘Sink’ columns. Oral quiz: “Name one object that 6. Evaluate Worksheet sorting objects into ‘Sink’ and ‘Float’ categories. Oral quiz: “Name two objects that sink and explain why.” 6. Evaluate Students classify a list or pictures of materials into “Materials that Decay” and “Materials that Do Not Decay.”
- 4. floats and one that sinks. Explain why.” Short quiz or oral questions about the decay process and its importance. 7. Extend Home Connection: Assign students to find and test one more material at home and report if it absorbs water or not. Challenge: “Invent” a new product that uses an absorbent material (e.g., a new kind of mop, towel, or raincoat) and present it to the class. 7. Extend Home Connection: Students find and test one object at home (with adult supervision) and report if it floats or sinks. Creative Challenge: Design and draw a boat using materials that float. Explain why your design will stay afloat 7. Extend Students find an object at home, predict if it sinks or floats, test it with water (with adult supervision), and report their findings in the next class. Creative Challenge: Design a boat using materials that float and explain why it will not sink. 7. Extend Students find one biodegradable and one non-biodegradable material at home, observe what happens to them over a few days, and report back. Creative Task: Draw or create a poster showing the decay process and why it matters for the environment. Reflection: Prepared by: Checked by: Noted by: MICHELLE B. BALABA DIZA C. VIRTUDAZO ROBERT J. ASIS Teacher III Master teacher I Principal II