DATE________________ 2.Ask the pupil to explain their output.

3. Discuss the activity using the following question.

DAY_________________ A. What did you apply when you hammer, bend, stretch
or crumple of an object?
B. What happened to an object when force is applied on
an object? Why the shape is change when applied
force?
C. From what you experienced, what can force do?
EFFECTS OF FORCE ON THE SHAPE OF AN OBJECT
4. GENERALIZATION:
I. OBJECTIVE: When force is applied on an object___________
Explain the effects of force on the shape of D.ELABORATION
an object. The shape of an object changes when force is applied
on it. Pushing, pulling, pounding, compressing, bending,
II. A. MATERIALS:
twisting, tearing, stretching or squeezing are some ways
Sponge chocolate bar
of changing the shape of an object.
Rubber ball plastic drinking glass IV.EVALUATION
Eggshell foil paper How do you change the following materials
Styrofoam tanzan MATERIALS CAN YOU HOW
Bar soap cup cake CHANGE THE
Modeling clay rolling pin SHAPE
Hammer fork and spoon
B. REFERENCES: DEPED SCIENCE AND 1.Noodles
HEALTH 4. 2.chocolate bar
C.PROCESS SKILLS: Observing, protecting 3.cartolina
D. VALUES INTEGRATION: Cooperation paper.

III. LEARNING TASK.

4.paper clip
A. ENGAGEMENT
5.candy
1. Will the chair move it you push?
wrapper
How about if you pull it?
2. Why do you think your chair move V. ASSIGNMENT
when you pushed? How about
when you pull? Cite examples when the force applied changed the
3. Based on the activity, how will you shape of an object.
describe force?
4. Can you cite some example when
force is applied? FOS
5. Introduce the new lesson by asking, SECTION ATTENDANCE 5 4 3 2 1 0
Why do you think the force applied
cause a change in the size, shape JACINTO
and movement of an object?
B. EXPLORATION
GOMEZ
1. Group the pupil
2. Perform LM Lesson 44 Activity 1
What are the effects of force on the BONIFACIO
shape of an object?
3. Set the norms in groupings. RIZAL
4. Supervise the pupil while doing the
activity.
C. EXPLANATION
1. Let the group reporting.
DATE________________ 3.What materials have you prepared for our activity
today?
DAY_________________ 4.How would you describe the size of the materials
before force was applied to them?
5. how would you describe the size of the materials
after force was applied on them?
6. Which materials become bigger? Smaller? Shorter?
7. What is the effect of force on the size of the
EFFECTS OF FORCE ON THE SIZE OF AN OBJECT
materials?
I. OBJECTIVE: 8.GENERALIZATION
Describe the effects of force on the size of What happen to the object if we applied force?
an object. D.ELABORATION
When force is applied to an object, the size of an object
II. A. MATERIALS:
may change.
Hammer popsicle stick
IV.EVALUATION
Rolling pin pair of scissors Explain the changes that will happen to the size of the
Plastic bottle rubber ball following materials.
B.REFERENCES: DEPED SCIENCE AND MATERIALS CHANGES
HEALTH 4 1.dropping the flower
C.PROCESS SKILLS: Observing, inferring vase
D. VALUES INTEGRATION: Recycling 2.crumpling candy
materials wrapper
3.cutting a piece of paper
III. LEARNING TASKS
4.bending the ruler
A. ENGAGEMENT 5.sharpening a pencil
1. Call a pupil to measure the
unstretched garter using a ruler V.ASSIGNMENT
Explain the changes of the following materials
without stretching it. Record it on
1. Ruler
the board.
2. Bond paper
2. Call another pupil to stretch the
3. Cotton
garter until it reaches its maximum 4. Candy wrapper
length. 5. cardboard
3. Ask: one pupil to measure the
stretched garter. Record it.
4. Ask the pupil to compare the
length of the garter before and FOS
while it was being stretched. SECTION ATTENDANCE 5 4 3 2 1 0
5. Comparing the length, what have
you observed? JACINTO
6. What force was exerted?
7. What would happen to the size of GOMEZ
an object if force is applied o it?
B. EXPLORATION
1. Group the class BONIFACIO
2. Ask the pupil to work on Lesson 45
LM Activity 1 RIZAL
3. Recall the standard of groupings.
C. EXPLANATION
1. Reporting
2. Let the pupils explain their group
output.
 DATE________________ What did you observe with the spring balance when you
hanged a padlock to it?
DAY_________________ What was the effect on the spring balance as you added
more padlock?
Predict what will happen if you keep on adding more
padlock to the spring balance?
Additional inputs
D.ELABORATION
EFFECTS OF FORCE ON THE MOVEMENT OF OBJECTS
The force applied on an object affect the movement of
I. OBJECTIVE: Explain the effects of force on the an object.
movement of an object. 1.Push and Go= The toy car travelled farther when the
II. A. MATERIALS: force applied was stronger. It travelled nearer when
lesser force was applied to it.
Small plastic toy car
2. Hang and Pull= The spring was pulled down when a
Meter stick
padlock was hung to it. The spring is pulled as more
Spring balance padlocks are hanged into it.
3 identical padlocks. IV.EVALUATION
B. REFERENCES: DEPED SCIENCE AND HEALTH 4 Choose the letter of the correct answer.
C. PROCESS SKILLS: Observing, Describing 1. Which among the following object will require a
D. VALUES INTEGRATION: Consideration to others. greater force to move.
a. Refrigerator c. monoblock chair
III. LEARNING TASKS b. Study table d. television
A. ENGAGEMENT 2. Which among the objects below require lesser
Review the effects of force on the size of an object force to move?
a. Book c. pencil
through the game.
b. Notebook d. blackboard eraser
A. Call a big boy and small boy in the class.
3. Which of the following objects will move more
B. Ask the boys to push teacher table at a time within easily when force is applied to it?
10 seconds. a. Plastic dining table
C. Who among the two boys was able to push the table b. Empty steel cabinet
farther? c. Small refrigerator
D. Does the size of the body affect the force. d. Small wooden dining table
B. EXPLORATION 4. Which one from the list will move the farthest
Group the pupils into four groups upon kicking?
Set norms in performing the activities. a.soft ball c. fishball
Let the pupils perform activity LM Lesson 46 How b.golf ball tennis ball
does force affects the movement of an object? 5. Which among the object will move faster upon
C. EXPLANATION the application of a force?
a.marble c. pebble
1. Reporting
b. pingpong ball d. beach ball
2. Check the pupils responses to the report
V.ASSIGNMENT
3. Discuss the following question. What will you do to carry the box easier?
ANSWER TO PUSH AND GO GUIDE QUESTIONS. FOS
A. How do you compare the distance travelled by the SECTION ATTENDANCE 5 4 3 2 1 0
toy car when you pushed it with varying strength of
forces.
JACINTO
B.Which degree of force applied made the toy car GOMEZ
travelled the farthest from the starting point? Nearest
the starting point? BONIFACIO
C. What factor do you think affected the movement of
the toy car? RIZAL
ANSWER TO HANG AND PULL GUIDE QUESTIONS
 What did you observe with the spring balance when you
DATE________________ hanged a padlock to it?
What was the effect on the spring balance as you added
DAY_________________ more padlock?
Predict what will happen if you keep on adding more
padlock to the spring balance?
Additional inputs
D.ELABORATION
The force applied on an object affect the movement of
EFFECTS OF FORCE ON THE MOVEMENT OF OBJECTS
an object.
III. OBJECTIVE: Explain the effects of force on the 1.Push and Go= The toy car travelled farther when the
movement of an object. force applied was stronger. It travelled nearer when
IV. A. MATERIALS: lesser force was applied to it.
2. Hang and Pull= The spring was pulled down when a
Small plastic toy car
padlock was hung to it. The spring is pulled as more
Meter stick
padlocks are hanged into it.
Spring balance IV.EVALUATION
3 identical padlocks. Choose the letter of the correct answer.
B. REFERENCES: DEPED SCIENCE AND HEALTH 4 5. Which among the following object will require a
C. PROCESS SKILLS: Observing, Describing greater force to move.
D. VALUES INTEGRATION: Consideration to others. c. Refrigerator c. monoblock chair
d. Study table d. television
III. LEARNING TASKS 6. Which among the objects below require lesser
D. ENGAGEMENT force to move?
Review the effects of force on the size of an object c. Book c. pencil
d. Notebook d. blackboard eraser
through the game.
7. Which of the following objects will move more
E. Call a big boy and small boy in the class.
easily when force is applied to it?
F. Ask the boys to push teacher table at a time within e. Plastic dining table
10 seconds. f. Empty steel cabinet
G. Who among the two boys was able to push the table g. Small refrigerator
farther? h. Small wooden dining table
H. Does the size of the body affect the force. 8. Which one from the list will move the farthest
E. EXPLORATION upon kicking?
Group the pupils into four groups a.soft ball c. fishball
Set norms in performing the activities. b.golf ball tennis ball
Let the pupils perform activity LM Lesson 46 How 5. Which among the object will move faster upon
does force affects the movement of an object? the application of a force?
F. EXPLANATION a.marble c. pebble
b. pingpong ball d. beach ball
4. Reporting
V.ASSIGNMENT
5. Check the pupils responses to the report
What will you do to carry the box easier?
6. Discuss the following question. FOS
ANSWER TO PUSH AND GO GUIDE QUESTIONS. SECTION ATTENDANCE 5 4 3 2 1 0
B. How do you compare the distance travelled by the
toy car when you pushed it with varying strength of
forces. JACINTO
GOMEZ
B.Which degree of force applied made the toy car
travelled the darthest from the starting point? Nearest BONIFACIO
the starting point?
C. What factor do you think affected the movement of RIZAL
the toy car?
ANSWER TO HANG AND PULL GUIDE QUESTIONS
 DAY_________________ implements. Here are some reminders to become safe
in school.
 The gate of the playground must be wide enough to
ensure that nobody would be trapped when there is a
need to evacuate.
 Swings and slide must be placed at a safe distance from
SAFETY MEASURES IN PHYSICAL ACTIVITIES each other.
I.OBJECTIVE  Do not block the exit areas of the playground.
Practice safety measures in doing physical activities  Do not run along the corridors and pathways.
II.A. MATERIALS  Pass one at a time in going inside the classroom.
. Copy of the observation sheet  Do not step on the chairs and tables, or climbs up
. ballpen shelves and cabinets in your room.
.2 pcs.1/4 illustration board  Avoid running when going out of your room.
.crayon  Avoid pushing or kicking each other while in the line.
Pentel pen  Know the different fire or emergency exits in your
. ruler school.
B. REFERENCES: Deped science and health 4  Always obey environmental prints or safety reminder
C.PROCESS SKILL: Observing signs in your school.
D. VALUES INTEGRATION: Concern to one’s health. D. GENERALIZATION
III. LEARNING TASK: What are the safety measures in doing physical
A. ENGAGEMENT activities?
1. show different pictures of children doing different IV.EVALUATION
physical activities, like running, climbing Direction: Draw a happy face if the situation shows
2.describe each child doing practicing safety measures. If not, draw a sad face.
3. Ask what physical activity do you like to do? ________1. Skateboarding in a busy street.
B. EXPLORATION ________2. Wearing industrial gloves in bending iron
1. divide the class rods.
2. Let the pupils perform LM Activity 47. How safe are ________3. Ironing clothes with wet hands.
you? ________4. Turning LPG tank before going to bed.
3. Set the norm of groupings. ________5. Playing with old batteries.
4. supervise the class while doing the activity. V.ASSIGNMENT
C.EXPLANATION How can you ensure safety of this activity?
1. group reporting 1) Biking around the park.
2. Answer the following guide questions. To Activity 1 2) Climbing a tree.
A. What signages are found in your school?
B. Where are these located?
C. Are there more pupils following the message? FOS
D. What will happen if the pupil’s followed the SECTION ATTENDANCE 5 4 3 2 1 0
signages?
E. What will happen if the pupil will ignore the
signages?
F. What signage did you make? JACINTO
G. What comes in your mind while doing the signage?
H. Where did you post the signage? GOMEZ
D. ELABORATION
> Accident is inevitable and unpredictable. Awareness
of safety measures and putting it into practice will BONIFACIO
surely lessen casualties and loss of properties. Safety
gears must be utilized in performing physical activities. RIZAL
SAFETY AT SCHOOL
 Accidents and injuries could be avoided if you careful
and aware of the different safety measures your school
 DAY_________________

 playground inside your house. Here are the reminders

for you to follow in order for you to safe inside your
house.
 Play with your toys with care. Return them to their
SAFETY MEASURES IN PHYSICAL ACTIVITIES proper places after use.
I.OBJECTIVE  Do not play habulan inside your house. You may bump
Practice safety measures in doing physical activities into your vases. Cabinets and other appliances that
II.A. MATERIALS might hurt you.
. Copy of the observation sheet  Do not climb cabinets, step on the chairs and tables,
. ballpen nor hide inside drawers.
.2 pcs.1/4 illustration board  Do not play with your vases, figurines and other display
.crayon in your house, these are not toys.
Pentel pen  Do not play along your stairs. You might fall down.
. ruler E. GENERALIZATION
B. REFERENCES: Deped science and health 4 What are the safety measures at home?
C.PROCESS SKILL: Observing IV.EVALUATION
D. VALUES INTEGRATION: Concern to one’s health. Direction: Draw a happy face if the situation shows
III. LEARNING TASK: practicing safety measures. If not, draw a sad face.
A. ENGAGEMENT ________1. Skateboarding in a busy street.
1. show different pictures of children doing different ________2. Wearing industrial gloves in bending iron
physical activities, like running, climbing rods.
2.describe each child doing ________3. Ironing clothes with wet hands.
3. Ask what physical activity do you like to do? ________4. Turning LPG tank before going to bed.
B. EXPLORATION ________5. Playing with old batteries.
1. divide the class V.ASSIGNMENT
2. Let the pupils perform LM Activity 47. How safe are How can you ensure safety of this activity?
you? 3) Biking around the park.
3. Set the norm of groupings. 4) Climbing a tree.
4. supervise the class while doing the activity.
C.EXPLANATION
1. group reporting FOS
2. Answer the following guide questions. To Activity 1 SECTION ATTENDANCE 5 4 3 2 1 0
A. What signage are found in your school?
B. Where are these located?
C. Are there more pupils following the message?
D. What will happen if the pupil’s followed the signage? JACINTO
E. What will happen if the pupil will ignore the signage?
F. What signage did you make? GOMEZ
G. What comes in your mind while doing the signage?
H. Where did you post the signage?
D. ELABORATION BONIFACIO
> Accident is inevitable and unpredictable. Awareness
of safety measures and putting it into practice will RIZAL
surely lessen casualties and loss of properties. Safety
gears must be utilized in performing physical activities.
SAFETY AT HOME.
 The house is a place where you find love and
happiness. But does it mean you can play the way the
children are doing in the playground? If you do, what
may happen? Accidents may happen. The house is not
a playground. You can’t do the things you do in the
DATE__________________
DAY___________________

THE MAGNET 5.GENERALIZATION

I.OBJECTIVE: What is magnet?
Identify objects attracted by a magnet. What made of materials attracted by magnet?
II.A MATERIALS:
Ballpen cap D. ELABORATION
Sharp pencil Magnets have visible magnetic field which attracts
Eraser objects made of iron and nickel.
Coins  One end of a bar magnet is the north pole and the
B. REFERENCES: opposite is the south pole.
DEPED SCIENCE AND HEALTH 4  Magnets are attracted to three types of metal.
C.PROCESS SKILLS: Observing. Comparing These metals are made of nickel, iron and cobalt.
III. LEARNING TASK:  There are several types of magnets like ring
A. ENGAGEMENT magnets, rectangular magnets, and bar magnet.
1. Divide the class into groups. Post the IV.EVALUATION
puzzle on the board. Let each group Identify the following materials. Write M for magnetic
answer the puzzle in a minute to materials and N for non-magnetic materials.
introduce the key term. ________1) coins
B. EXPLORARION ________2) rubber ball
1. Divide the class into groups ________3) nails
2. Let them do the Lesson 49 Activity 1 ________4) iron
What objects are attracted by magnets? ________5) cobalt
3. Give them five minutes V.ASSIGNMENT
4. Tell the class to prepare a group output. List down other materials at home that can be attracted
5. Recall the standard of groupings. by magnet.
C. EXPLANATION
1. Reporting
2. Explain the key ideas of the pupils if
necessary. FOS
3. Discuss the guide questions. SECTION ATTENDANCE 5 4 3 2 1 0
4. Emphasize the following key ideas after
the report.
. Magnets can attract materials.
. not all materials attracted by magnet. JACINTO
. Materials made of metals are those
attracted by magnets. GOMEZ
. they may be made of iron, nickel and
cobalt.
. Materials which are non-materials are BONIFACIO
not attracted by magnets.
. theses maybe made of rubber plastic RIZAL
or wood.
DATE_________________________
DAY__________________________
FORCE EXERTED BY MAGNET
I.OBJECTIVE:
Describe the force exerted by a magnet
II.A. MATERIALS: 2 pcs of bar magnets
B.REFERENCES: DEPED SCIENCE AND HEALTH 4
C.PROCESS SKILLS: Observing, describing
III. LEARNING TASKS:
A. ENGAGEMENT
1. Post the following photos on the board. Ask
some members of the class to arrange the
events in the story. Prepare a strip of paper
with numbers for them to put below the
photos.
2. Ask another of pupils to arrange the photos.
3. Present the correct sequence of the photos.
Emphasize the people behind the discovery
of magnet and other principles of
magnetism.
4. Show a bar magnet. Let the pupils tell
something about the magnet. Ask them
what they know about the magnet.
5. Emphasize that a magnet has two poles.
Show it to the class.
B. EXPLORATION
1. Divide the class into groups.
2. Let the pupils do Lesson 50 activity 1. What
kind of force is exerted by a magnet.
3. Ask them to answer the guide question.
4. Ask the assigned leader to report the results
of the activity.
5. Let him/her describe the illustration they
made.
C. EXPLANATION
1. Ask each group to share their answers to
the guide questions.
2. Discuss the answer to the guide questions.
3. Lead the pupils in developing the following
ideas.
. When the same poles of two magnets,
whether North or south, are placed close to
each other, they repel or push each other.
. When the opposite poles are placed closed
to each other, they attract or pull each other.
4. Further discuss the force of a magnet using iron
filings and magnet.
5. Show and discuss the illustration.
D.ELABORATION
When the poles of the two magnets are put near each
other, they have a force that will either pull them
together or push them apart. If the pole is different,
then they will pull together, or attract each other. (One
pole is a south pole and one is a north pole.) If the pole
is the same, then they will push apart, or repel each
other. (They are either both south poles or both north
poles) the push and pull of a magnet is called
magnetism.
IV.EVALUATION
Modified TRUE or FALSE. Write True if the statement is
correct. If false if it is false.
________1. All magnets have two north poles.
________2. If you break a magnet into two pieces, you
will have two magnets with the same pole.
________3. The pulling or pushing force is strongest at
the north pole.
________4. Most objects with iron are attracted to
magnets.
________5. Magnet can repel an object made of paper.
V.ASSIGNMENT
Research in any science book how compass work. Draw
an example of a compass in your notebook.
FOS
SECTION ATTENDANCE 5 4 3 2 1 0
JACINTO
GOMEZ
BONIFACIO
RIZAL
DATE__________________
DAY___________________
LIGHT, HEAT AND SOUND
DURATION 5 DAYS
I.OBJECTIVE:
1. Describe how heat travel
II.A. MATERIALS:
Materials specified in the LM (Lesson 1 Activity 1-3)
Learner materials.
Activity 1: How is heat transferred in solid materials?
B.REFERENCES:
DEPED SCIENCE AND HEALTH 4
C.PROCESS SKILLS: Observing, inferring, Predicting
D. VALUE INTEGRATION: Cooperation in doing the
different activities.
III. LEARNING TASKS:
A. ENGAGEMENT:
Ask the following questions.
1. Why do some objects get hot easily when
placed under the sun?
2. What is the role of the sun to make this
happen? How does the heat of the sun
reach the Each surface? How heat
transferred from one object to another?
B. EXPLORATION:
1. Set up the classroom in a way that pupils
can move from one station to another. If
the classroom is not spacious enough, you
can go to a wider area such as your school
quadrangle.
2. Divide the class into 4 groups. Assign each
group a specific station. Provide each group
a copy of the LM for the different activities
Lesson 51.
3. Allow each group to work on the activity in
the designated station.
4. Give each group at least 1 whole sheet of
manila paper.
5. Ask a representative of each group to post
their observations and answer to the
different questions on the board.
C. EXPLANATION
1. Discussion on the results of the different
activities.
Activity 1 ( Set-up A)
1. What happened to the margarine at the
other half end of the nail?
2. Why do you think it melted even if it is not directly
exposed to the flame?
3. If we are using a metal tongs and continue to expose
the nail to the flame, what do you think will happen
to the pair metal tongs?
4. What could be inferred from this activity?
D.EXPLORATION
Heat is a form of energy associated with the motion of
particles and capable of being transmitted through solid
and liquid media by conduction, convection and through
empty space by radiation. As a thermal energy, it is
transferred between bodies of different temperature.
1. The transfer of heat in solid materials is called
conduction. The heat from the lamp makes the atoms
of the bottom of the nail to vibrate faster.
Conduction is the heat transfer through a substance
or from a substance to another by direct contact.
IV .Analyze the statement carefully. Write true or false
in the blank.
_______1. Transfer of heat from the lamp makes the
atoms of the bottom of the nail to vibrate faster.
_______2. Heat is a form of energy associated with the
motion of particles.
_______3. The transfer of heat in solid materials is called
conduction.
_______4. Sun is an example of conduction.
_______5. Metal is the good source in conduction.
V .assignment
Perform the following activity in preparation for the next
lesson.
1. Cut out pictures showing the use of light in daily life.
Paste your output on a clean sheet of bond paper.
2. Tell something about your output.
FOS
SECTION ATTENDANCE 5 4 3 2 1 0
JACINTO
GOMEZ
BONIFACIO
RIZAL
 DATE__________________
DAY___________________
LIGHT, HEAT AND SOUND
DURATION 5 DAYS
I.OBJECTIVE:
1. Describe how heat travel
II.A. MATERIALS:
Materials specified in the LM (Lesson 1 Activity 1-3)
Learner materials.
Activity 1: How is heat transferred in solid materials?
B. REFERENCES:
DEPED SCIENCE AND HEALTH 4
C.PROCESS SKILLS: Observing, inferring, Predicting
D. VALUE INTEGRATION: Cooperation in doing the
different activities.
III. LEARNING TASKS:
1. Do routine activities
2. Recall of concepts learned from the previous
activity.
3. Introduce the next activity.
B. EXPLORATION
1. Giving of specific instructions to the pupils.
2. Monitor the pupils as they perform the activity to
make sure that the instructions are followed well.
3. Wrapping up the materials after the activity.
4. Organization the answers for the presentation of
outputs.
C. EXPLANATION
1. Allot at least 5 minutes each per group for the
presentation of the answer.
2. Give feed back to the answers of each group.
3. Discuss the results of the activity.
ACTIVITY 2 HOW HEAT IS TRANSFERRED THROUGH
LIQUID.
1. What happens to the temperature of the water
after 3 minutes?
2. What do you notice about the movement of the
mongo seeds in the casserole?
TELL TO THE PUPIL:
As the water at the bottom of the casserole gets
heated., the temperature rises. The heat coming from
the water at the bottom of the casserole was passed
on to the rest of the water in the container. The
random motion of the mongo seeds illustrates the
heat that is being transferred.
 Heat travels in air and water by convection. when liquid
or gas is heated, the molecules of the heated part move
faster and away from each other. Warm liquid rises and
cold liquid sinks. This movement continues until the liquid
is evenly heated. This method of heat transfer is called
convection.
 When you heated mongo seeds in water, the seed
started to jump after a few minutes. When water
was heated at the bottom of the pan, it moved up
pushing the mongo seeds. As heat is continuously
applied, the seeds are moving faster and faster. This
movement is due to the currents form within the
fluid.
IV.EVALUATION
DIRECTION: Analyze the question carefully. Choose the
correct answer inside the box to fill in the blank.
Convection heat minutes sinks travel
1. Heat ______ in air and water.
2. Warm liquid rises and cold liquid_______.
3. When you heated mongo seeds in water, the seed
started to jump after a few ________
4. _______travel in air and water.
5. _______it is the transfer of heat through air and
water.
V.ASSIGNMENT
Perform the following activity in preparation for the next
lesson.
3. Cut out pictures showing the use of light in daily life.
Paste your output on a clean sheet of bond paper.
4. Tell something about your output.
FOS
SECTION ATTENDANCE 5 4 3 2 1 0
JACINTO
GOMEZ
BONIFACIO
RIZAL
 DATE__________________ because the heat can travel in empty space or vacuum.
DAY___________________ Heat from the sun reaches the earth by travelling across
millions of kilometers of empty space. Radiant energy
from the sun makes life possible on earth.
D.ELABORATION
Heat can also be transmitted across empty space or
LIGHT, HEAT AND SOUND vacuum. This is called radiation. Radiation does not
DURATION 5 DAYS depend on the presence of matter to transfer heat. The
heat we receive from the sun is radiant energy. Radiant
I.OBJECTIVE: energy travels as waves through space.
1. Describe how heat travel IV.EVALUATION
II.A. MATERIALS: Analyze the question carefully. Choose the correct
Materials specified in the LM (Lesson 1 Activity 1-3) answer in the given choices.
Learner materials. 1. It is the transfer of heat through empty space or
Activity 1: How is heat transferred in solid materials? vacuum.
B. REFERENCES: a. Radiation b. convection
DEPED SCIENCE AND HEALTH 4 c. conduction d. matte
C.PROCESS SKILLS: Observing, inferring, Predicting 2. How heat transferred in solid materials?
D. VALUE INTEGRATION: Cooperation in doing the a. convection b. radiation
different activities. c. conduction d. vacuum
III. LEARNING TASKS 3. What happens to a liquid when heated?
A. ENGAGEMENT a. it remains the same.
1. Do routine activities b. it increases in volume
2. Recall of important concepts learned from c. it increases in temperature
the previous activity. d. it increases its water level.
3. Introduction of the activity. 4. What may happen to a solid when it is continuously
B. EXPLORATION exposed to heat?
1. Give specific instructions to the pupils. a. it may become heavier
2. Monitor the class while they are performing b. It may decrease in volume
the activity to make sure that the c. It may expand
instructions are followed well. d. It may melt
3. Wrap up the materials after the activity. 5.When heat is transferred through gases it is called
4. Let the pupils organize their answers for the a. convection
presentation. b. radiation
C. EXPLANATION: c. conduction
1. Allot at least 5 minutes per group for the d. roasting
presentation of output. V.ASSIGNMENT
2. Give feedback to the outputs. Perform the following activity in preparation for the
3. Discuss the results of the activity. next lesson.
ACTIVITY 3 HOW HEAT IS TRANSFERRED 1.Cut out pictures showing the use of light in daily life.
THROUGH AIR. Paste your output on a clean sheet of bond paper.
1. What do you notice about the margarine 2.Tell something about your output.
after it was exposed under the lampshade? FOS
2. What do you think made the change on the
margarine? SECTION ATTENDANCE 5 4 3 2 1 0
3. Predict what might happen to the
margarine it is continuously exposed under JACINTO
the lampshade for a long period? GOMEZ
4. Why is it necessary that margarine or butter BONIFACIO
should always be kept refrigerated?
RIZAL
 TELL THE PUPIL: The margarine on the plate melts after it
was exposed to the heat of the lamp. There was no
physical contact. But the margarine is heated by the lamp
DATE__________________
DAY___________________
THE PATH OF LIGHT
DURATION 2 DAYS
I.OBJECTIVES
Describe how light travels.
III.A. MATERIALS:
LM
Flashlight
Illustration board (1/8 size with 2 diameter hole in the
middle.
Observation sheets
Activity card
Chart of important concepts; diagram/ illustration
showing that light travels in a straight line.
B. RFERENCES: DEPED SCIENCE AND HEALTH 4
C.PROCESS SKILLS: Observing, inferring, predicting
D.VALUES INTEGRATION: Cooperation in performing
group activity.
III. LEARNING TASK:
A. ENGAGEMENT
1. Checking of assignments
2. Ask: Have you ever tried aiming a flashlight
at a distant star on a dark night? Where you
able to follow through the path of the light
to the star you pointed?
REMINDER: Before this short demonstration
it would be more effective if the room could
be darkened so that the light would be
more visible.
3. Demonstrate the light movement by
holding a hand in front of a flashlight beam.
ASK: Did my hand stop the light? Do you
think that light travels in a straight line or
curve line?
B. EXPLORATION
1. Provide at least three tables with the
following materials flashlight, three 1/8 size
illustration boards, each with 2 diameter
hole in the middle.
2. Let the pupil perform the Lesson 53 Activity
1 How does light travel? In the LM
3. After the specified time, allow each group
to present their output observation.
C. EXPLANATION
1. Group reporting
2. Correct the pupil’s responses about their
report.
3.Discuss the following question.
> Did the light form a straight line when you aimed it on
the wall or ceiling without blockage?
> When you blocked the light with a thick cardboard,
was it able to pass through it? Explain your answer.
> When you aligned the cardboards with holes, was the
light able to pass through it?
> When one of the cardboards was not aligned with the
other cardboards, was the light able to pass through the
other cardboards? Why is this so?
> What can you say about the way light travel?
4.GENERALIZATION
What can you say about the way light travels?
D.ELABORATION
Many scientists have been studying the nature of light.
Some say that light behaves like a wave. Other scientists
say that the light behaves like a group of particles. Light
always travel in the straight line when going through a
single medium, any substance through which a light
wave can travel. In some media, such as air, light travel
quickly. In other media, such as water and glass, light
travels more slowly.
IV.EVALUATION
DIRECTION: Analyze the question carefully. Write true
or false in the blank.
_______1. Light always travel in a straight line.
_______2. Light travels quickly.
_______3. Light travels in a curve line.
_______4. Light produce sound in making travels.
_______5. The light can travel even blocking with a
cardboard.
V.ASSIGNMENT
Why is it not advisable to aim a toy laser light to the
eyes of a person?
FOS
SECTION ATTENDANCE 5 4 3 2 1 0
JACINTO
GOMEZ
BONIFACIO
RIZAL

DATE__________________
DAY___________________
THE PATH OF LIGHT
DURATION 2 DAYS
I.OBJECTIVES
Describe how light travels.
III.A. MATERIALS:
LM
Flashlight
Illustration board (1/8 size with 2 diameter hole in the
middle.
Observation sheets
Activity card
Chart of important concepts; diagram/ illustration
showing that light travels in a straight line.
B. RFERENCES: DEPED SCIENCE AND HEALTH 4
C.PROCESS SKILLS: Observing, inferring, predicting
D.VALUES INTEGRATION: Cooperation in performing
group activity.
III. LEARNING TASK:
D. ENGAGEMENT
4. Checking of assignments
5. Ask: Have you ever tried aiming a flashlight
at a distant star on a dark night? Where you
able to follow through the path of the light
to the star you pointed?
REMINDER: Before this short demonstration
it would be more effective if the room could
be darkened so that the light would be
more visible.
6. Demonstrate the light movement by
holding a hand in front of a flashlight beam.
ASK: Did my hand stop the light? Do you
think that light travels in a straight line or
curve line?
E. EXPLORATION
4. Provide at least three tables with the
following materials flashlight, three 1/8 size
illustration boards, each with 2 diameter
hole in the middle.
5. Let the pupil perform the Lesson 53 Activity
1 How does light travel? In the LM
6. After the specified time, allow each group
to present their output observation.
F. EXPLANATION
1.Group reporting
2.Correct the pupil’s responses about their report.
3.Discuss the following question.
> Did the light form a straight line when you aimed it on the wall or
ceiling without blockage?
> When you blocked the light with a thick cardboard, was it able to
pass through it? Explain your answer.
> When you aligned the cardboards with holes, was the light able to
pass through it?
> When one of the cardboards was not aligned with the other
cardboards, was the light able to pass through the other
cardboards? Why is this so?
> What can you say about the way light travel?
4.GENERALIZATION
What can you say about the way light travels?
D.ELABORATION
> A laser is a narrow but powerful beam if light. It can travel long
distances and still focus on a small area. We use laser light when we
store information on a CD. It is also used to read bar codes in stores,
libraries and other.
> Laser light has a great deal of heat energy. In industry, it is used to
cut, drill and bond materials together. In medicine, doctors use laser
to treat certain problems with internal organs, the eye and the skin.
> Optical fibers on the other hand are very thin glass or plastic fibers
that are bundled together in a coated, flexible tube.
> Optical fibers are made from transparent materials that transmit
visible, ultraviolet and infrared light. Optical fibers are used in
communication, medicine and industry.
IV.EVALUATION:
Direction: Analyze the statement carefully. Write true or false in the
space provided.
______1. A laser is a narrow but powerful beam.
______2. A laser can travel long distances and still focus on a small
area.
______3. A laser cannot be used in reading bar codes in stores.
______4. Optical fibers is a very thin glass or plastic fibers.
______5. Optical fibers are made from transparent materials.
V.ASSIGNMENT
Do you think it is possible for humans to breathe and speak at the
same time underwater without any gadgets? Give your reason.
FOS
SECTION ATTENDANCE 5 4 3 2 1 0
JACINTO
GOMEZ
BONIFACIO
RIZAL
DATE__________________
DAY___________________
HOW SOUND TRAVELS IN DIFFERENT MATERIALS
DURATION 6 DAYS
I.OBJECTIVES:
1. Describe how sound travels in solid, liquid and gas
materials.
II.A.MATERIALS:
LM
Activity 1: What is vibration
Activity 2: Do sounds travel in waves?
Activity 3: How does sound Travel in Different
Materials? Part 1
Activity 4: How does sound travel in different materials?
Part II
Other materials specified in the LM Lesson 53
B. REFERENCES: DEPED SCIENCE AND HEALTH 4
C.PROCESS SKILLS: Observing, inferring
D. VALUES INTEGRATION: Cooperation in performing
group activity.
III. LEARNING TASK
DAY 1
A. ENGAGEMENT
1.Ask the learner: if sound travels, where would
it travel better, in solid, liquid, or gases? Let
them share of experiences.
2. Demonstrate how vibrations occur in the
three-different media through a game.
a. divide the learners into three groups. Each
group must have an equal number of members.
b. Let one group represent the particles of solid.
They should stand as closely as possible to each
other. Shoulder to shoulder distance is
preferred.
c. Let the second group represent the particles
of liquids. They should stand farther than the 1st
group. One arm distance from each other would
be advisable.
d. The last group would represent the particles
of gases so they should stand as far as possible
from each other.
3. Play Pass the ball Game:
A. Let the gas group perform first. Ask one
learner to pass the ball next to his group mate.
B. Let the liquid group perform next. Do the
same activity.
C. Let the solid group perform last.
4. After the activity, present to each group the time they
started and the time they finished.
B. EXPLORATION
1. Prepare the class for the next activity. (music
integration) you can sing a lively song while doing this.
You can tap clap while singing Row, row, row your boat
song.
A. First let them tap lightly on their laps.
B. then they must clap their hands on the air.
C. Signal when to start singing.
D. Do a and b repeatedly.
2. Perform the Lesson 53 LM Activities stated in the
learner’s materials.
C.EXPLANATION
1.Reporting
2. Discuss the answers to the different guide questions.
Activity 1 Answers to Questions.
1. What happened to the ruler when you suddenly
released it?
2. How do you describe the movement of the ruler?
3. Did you hear the sound?
4. Did the sound coming from the moving ruler
suddenly stop when you held it? When you released
it again?
D.GENERALIZATION
How sound travels in different materials.
E. ELABORATION
A sound wave travels at different speed through different
media. As it travels, sound wave is created in response to
a vibration and how easily they move back to their
original position. Another cause is how strongly the
particles are attached or attracted to each other.
IV.EVALUATION
ENCIRCLE THE LETTER OF THE CORRECT ANSWER.
1. When the sound travels through solids, the vibration
of the particles occurs_______?
a. Fast
b. Slowly
c. Moderately
d. Irregularly
2. How sound travels through air?
a. Very fast
b. Very slowly
c. In jumping motion
d. Fast in random manner
3. In which medium, can sound wave travel faster?
a. Solids
b. Liquids
c. Gases
d. All of these
4. What affects the speed of the sound as it travels?
a. Person receiving it.
b. The nature of materials.
 c. The origin of the sound
d. Loudness of the sound.
5. Which of the following statements about sound is
correct?
a. Sound cannot travel through solid
b. Sound travel faster in air than in liquids.
c. Sound travel faster in solid than air.
d. The travel of sound is not affected by the
medium through which it travels.
V.ASSIGNMENT
A. Draw a conclusion: Astronauts in outer space must
talk to each other using a communication device even
if they are facing each other. What could be the
reason for this?

FOS

SECTION ATTENDANCE 5 4 3 2 1 0

JACINTO

GOMEZ

BONIFACIO
RIZAL
 with the slow music and fast moving wave was produced with
DATE__________________ the fast music. The rope relaxed or went back to its original
DAY___________________ position when the music stopped playing. The wave produced
by the rope are compared to the sound waves of a vibrating
object. When the vibration is slow, slow moving waves are
produced. When the vibration is fast, fast moving wave is
produced until such time that the vibration stops.
IV.EVALUATION
HOW SOUND TRAVELS IN DIFFERENT MATERIALS ENCIRCLE THE LETTER OF THE CORRECT ANSWER.
DURATION 6 DAYS 1.When the sound travels through solids, the vibration of
the particles occurs_______?
I.OBJECTIVES: A. Fast
1. Infer that sound travels through different media. B.Slowly
II.A.MATERIALS: C.Moderately
LM D.Irregularly
2 How sound travels through air?
Activity 1: What is vibration
A Very fast
Activity 2: Do sounds travel in waves? B. Very slowly
Activity 3: How does sound Travel in Different C. In jumping motion
Materials? Part 1 D. Fast in random manner
Activity 4: How does sound travel in different materials? 3.In which medium, can sound wave travel faster?
Part II A Solids
Other materials specified in the LM Lesson 53 B.Liquids
B. REFERENCES: DEPED SCIENCE AND HEALTH 4 C.Gases
C.PROCESS SKILLS: Observing, inferring D All of these
D. VALUES INTEGRATION: Cooperation in performing 4..What affects the speed of the sound as it travels?
A. Person receiving it.
group activity.
B The nature of materials.
III. LEARNING TASKS C.The origin of the sound
DAY 2 D.Loudness of the sound.
A. ENGAGEMENT 5.Which of the following statements about sound is correct?
1. Do routine activities A. Sound cannot travel through solid
2. Recall of concepts learned from previous B. Sound travel faster in air than in liquids.
activities. C. Sound travel faster in solid than air.
B. EXPLORATION D. The travel of sound is not affected by the medium
1. Give specific instructions to the pupils. (as through which it travels.
stated in the LM) V.ASSIGNMENT
A. Draw a conclusion: Astronauts in outer space must talk
2. Monitor the pupil while they performing
to each other using a communication device even if they
the activity. are facing each other. What could be the reason for this?
3. Clean up the area after the activity. FOS
4. Organize the answers for the presentation
of outputs. SECTION ATTENDANCE 5 4 3 2 1 0
C. EXPLANATION
Activity 2 ANSWERS TO QUESTION
1. How do you describe the motion of the
rope when a slow music was played? JACINTO
2. How do you describe the motion of the
rope when a fast music was played? GOMEZ
3. Are waves still produced when the roped
stopped moving? BONIFACIO
D.GENERALIZATION
RIZAL
How can you describe the motion of an object when
slow and fast music occur?
E. ELABORATION
You tried to produce a wavy motion with the rope in
response to the music. Slow moving wave was produced
DATE__________________ 5.In which material do you find easy to listen to the words being
DAY___________________ said?
6. How does the type of material/place affect our hearing?
7. In what distance do you think the words said are easily heard?
8. How does the distance of the speaker and the listener affect the
clear hearing and understanding of words?
D.GENERALIZATION
How it does affects the sound or the distance between the speaker
HOW SOUND TRAVELS IN DIFFERENT MATERIALS
and the listener?
DURATION 6 DAYS How does the materials affect our hearing?
IV.EVALUATION
I.OBJECTIVES: ENCIRCLE THE LETTER OF THE CORRECT ANSWER.
1. show through various activities that sound can travel 1.When the sound travels through solids, the vibration of the
particles occurs_______?
through solid, liquid, gas. A.Fast
II.A.MATERIALS: B.Slowly
LM C.Moderately
Activity 1: What is vibration D.Irregularly
2.How sound travels through air?
Activity 2: Do sounds travel in waves? A Very fast
Activity 3: How does sound Travel in Different B.Very slowly
Materials? Part 1 C.In jumping motion
Activity 4: How does sound travel in different materials? D.Fast in random manner
B. REFERENCES: DEPED SCIENCE AND HEALTH 4 3.In which medium, can sound wave travel faster?
A Solids
C.PROCESS SKILLS: Observing, inferring B.Liquids
D. VALUES INTEGRATION: Cooperation in performing C.Gases
group activity. D All of These
III. LEARNING TASKS 4.. What affects the speed of the sound as it travels?
A.Person receiving it.
DAY 3
B The nature of materials.
A. ENGAGEMENTS C.The origin of the sound
1. Do routine activities. D.Loudness of the sound.
2. Recall the important concepts learned. 5.Which of the following statements about sound is correct?
3. Introduce the activity. A. Sound cannot travel through solid
B. Sound travel faster in air than in liquids.
B. EXPLORATION C. Sound travel faster in solid than air.
1. Give specific instructions to the pupils. D. The travel of sound is not affected by the medium through
2.Monitor the pupils while they are performing which it travels.
the activity. V.ASSIGNMENT
A. Draw a conclusion: Astronauts in outer space must talk to each
3. Wrap up the materials used after the activity.
other using a communication device even if they are facing each
4. Organize the answers for the presentation of other. What could be the reason for this?
outputs.
C. EXPLANATION FOS
1. Allot at least five minutes for each group for
the presentation of outputs. SECTION ATTENDANCE 5 4 3 2 1 0
2. Give feedback to the answers.
3. Discuss the result of the activity.
ACTIVITY 3 (ANSWERS TO QUESTION)
JACINTO
1. Do you have the same lists of words with
that of your partner? If not, what do you GOMEZ
think might have caused the difference?
2. In which activity, do you think, is it easy for
you to hear the words clearly, in an opera BONIFACIO
area, water or solid. RIZAL
3. In which of the material/place do you find
easy to speak?
4.In which material do you find it easy to listen to the
words being said?
DATE__________________ 4. Did the sound coming from the drum reach the
DAY___________________ person away from it?
5. What could you infer from this activity?
D.ELABORATION
In a gas such as air, sound wave travel most slowly. The
particles of gas are not attracted to each other as
HOW SOUND TRAVELS IN DIFFERENT MATERIALS strongly as the particles in a liquid, thus sound wave
DURATION 6 DAYS travel slowly. This could be illustrated through the pupil
standing very far from each other while passing the ball.
I.OBJECTIVES: E. GENERALIZATION
1. show through various activities that sound can travel How can you conclude the different sound travels?
through solid, liquid, gas. IV.EVALUATION
II.A.MATERIALS: ENCIRCLE THE LETTER OF THE CORRECT ANSWER.
LM 1.When the sound travels through solids, the vibration of the
particles occurs_______?
Activity 1: What is vibration A.Fast
Activity 2: Do sounds travel in waves? B.Slowly
Activity 3: How does sound Travel in Different C.Moderately
Materials? Part 1 D.Irregularly
2.How sound travels through air?
Activity 4: How does sound travel in different materials? A Very fast
B. REFERENCES: DEPED SCIENCE AND HEALTH 4 B.Very slowly
C.PROCESS SKILLS: Observing, inferring C.In jumping motion
D. VALUES INTEGRATION: Cooperation in performing D.Fast in random manner
group activity. 3.In which medium, can sound wave travel faster?
A Solids
III. LEARNING TASKS B.Liquids
DAY 4 C.Gases
A. ENGAGEMENT D All of These
1. Do routine activities 4.. What affects the speed of the sound as it travels?
A.Person receiving it.
2. Recall the concepts learned from the B The nature of materials.
previous activities. C.The origin of the sound
3. Introduction of the activity. D.Loudness of the sound.
B. EXPLORATION 5.Which of the following statements about sound is correct?
1. Give the specific instructions to the pupils. E. Sound cannot travel through solid
F. Sound travel faster in air than in liquids.
2.Monitor the pupils while they are performing G. Sound travel faster in solid than air.
the activity. H. The travel of sound is not affected by the medium through
3. Wrap up the materials used after the activity. which it travels.
4. Organize the answers for the presentation of V.ASSIGNMENT
A. Draw a conclusion: Astronauts in outer space must talk to each
outputs. other using a communication device even if they are facing each
C. EXPLANATION other. What could be the reason for this?
1. Allot at least five minutes for each group for
the presentation of outputs. FOS
2. Give feedback to the answers.
3. Discuss the result of the activity SECTION ATTENDANCE 5 4 3 2 1 0
ACTIVITY 4 (ANSWER TO QUESTION)
1. Did you hear a sound when you tapped the
table or the chair with a stick? What
JACINTO
happened to the sound when you tapped
the table with different strengths? GOMEZ
2. Were you able to produce sound
underwater when you tapped two stones
together? BONIFACIO
3. Were you able to hear the sound you RIZAL
produced underwater?
DATE__________________
DAY___________________
INVESTIGATING THE PROPERTIES OF LIGHT
DURATIONS 4 DAYS
I.OBJECTIVES:
1. Describe how light is reflected or refracted.
II. A. MATERIALS
 Materials specified in the LM lesson 54 learner’s
materials.
 Activity 1 Can you complete me?
 Activity 2. How do you look?
 Activity 3. Is it broken?
 Activity 4. How colorful white light is.
 Chart of important concepts, diagram/illustration
showing the different method of heat transfer
placed in a manila paper or illustration board,
manila paper.
B. REFERENCES: Deped Science and health 4
C.PROCESS SKILLS: Observing, inferring
D. VALUES INTEGRATION: Cooperation
III. LEARNING TASK
DAY 1
A. ENGAGEMENT
1. Show the pictures to the learner.
2. Ask the learner for their answer and
observation on the two pictures brainstorm
on the responsive given.
3. Play the mirror game. Ask the learner to
look for partners. Give the mechanics
a. Ask the learner to face each othr
leaving at least one ft. distance
between them.
b. Ask one learner to be the leader.
c. Let the leader do any action. His/her
partner will imitate the action.
d. Ask the leader to make faster.
e. Let the learner exchange roles.
B. EXPLORATION
1. Perform the activity lesson 54.
2. Guide the pupils.
ACTIVITY 1: CAN YOU COMPLETE ME?
1. What did you observe when you placed the
halves of the cut-outs beside the mirror?
2. What do you observe with the halves of the
drawing you and your classmates made,
when you placed them beside the mirror?
3. can you do this with the other drawing or
cut-out that are not symmetrical?
4. What will happen when you cut the drawing
differently crosswise instead of lengthwise, and
place them beside a mirror?
5. What is different about printed text in the mirror?
C.GENERALIZATION
How light travel?
D.ELABORATION
Just as heat and sound travel, so does light. Light travels
in straight lines. Sometimes it bounces back into the
direction of the source. We call this reflection. Water,
windows, shiny metal, and mirrors are just some of the
many objects that reflects light. As light travels. It
travels in a straight line. However, when light passes
from one material into a second material like mirror or
water, the light path is either bent or reflected.
IV.EVALUATION
Direction: Write True if the statement is correct. Write
false if the statement is wrong.
1. Light can be reflected if it is directed towards a
mirror.
2. Refraction is the bouncing back of light that
strikes a clear surface.
3. When somebody faces a mirror. His reflection
can be seen in a reversed manner.
4. Light travels faster in air than in liquids.
5. The speed of light remains the same even if it
travels from one material to another.
V.ASSIGNMENT
Why do object seem to be larger when viewed under a
magnifying glass?
FOS
SECTION ATTENDANCE 5 4 3 2 1 0
JACINTO
GOMEZ
BONIFACIO
RIZAL
DATE__________________
DAY___________________ C. EXPLANATION
The pencil appears to be broken. This appearance shows
that light is bent. As it passes from air to the glass of
water. Light bends as it passes from some objects when
viewed at an angle. The light travels slower in the water
INVESTIGATING THE PROPERTIES OF LIGHT and the glass than in the air.
DURATIONS 4 DAYS As the light changes speed. It changes direction
resulting in what appears to be bending of light. This
I.OBJECTIVES: bending of light is called refraction.
1. Perform various activities to show that light is D.GENERALIZATION
reflected or refracted. What is refraction?
II. A. MATERIALS IV.EVALUATION
 Materials specified in the LM lesson 54 learner’s Analyze the question carefully. Write True or False in
materials. the blank.
 Activity 1 Can you complete me? _______1. Refraction is the bending of light.
 Activity 2. How do you look? _______2. Refraction it travels from one type of
 Activity 3. Is it broken? materials to another like from air to water.
 Activity 4. How colorful white light is. _______3. Refraction shows that light is bent.
 Chart of important concepts, diagram/illustration _______4. In refraction, the light travels faster in the
showing the different method of heat transfer water.
placed in a manila paper or illustration board, _______5. In refraction when you put the pencil inside
manila paper. the glass with water it appears to be broken.
B. REFERENCES: Deped Science and health 4 V.ASSIGNMENT
C.PROCESS SKILLS: Observing, inferring Why do objects seem to be larger when viewed under a
D. VALUES INTEGRATION: Cooperation magnifying glass?
III. LEARNING TASK What is the role of light in this?
DAY 2
A. ENGAGEMENT
1. Do daily routines
2. Review
3. Introduction of the activity to be
performed.
B. EXPLORATION FOS
1. Show a piece of paper with identical SECTION ATTENDANCE 5 4 3 2 1 0
drawing in it. You can use the example
below.
2. Place the piece of paper with drawing at the
back of a glass of water. Make sure that JACINTO
only one of the drawing is directly placed at
the back of the glass of water. GOMEZ
3. Let the pupils observe. Encourage them to
give their observation.
ACTIVITY 3 Is it Broken? BONIFACIO
1. Describe the appearance of the pencil when
you view it from the top? RIZAL
2. Describe the appearance of the pencil when
you view it from the side?
3. Did the appearance of the pencil change
when you took it out of the glass?
4. What do your observation show about the
way light travels through different media?
DATE__________________
DAY___________________
INVESTIGATING THE PROPERTIES OF LIGHT
DURATIONS 4 DAYS
I.OBJECTIVES:
1. Perform various activities to show that light is
reflected or refracted.
II. A. MATERIALS
 Materials specified in the LM lesson 54 learner’s
materials.
 Activity 1 Can you complete me?
 Activity 2. How do you look?
 Activity 3. Is it broken?
 Activity 4. How colorful white light is.
 Chart of important concepts, diagram/illustration
showing the different method of heat transfer
placed in a manila paper or illustration board,
manila paper.
B. REFERENCES: Deped Science and health 4
C.PROCESS SKILLS: Observing, inferring
D. VALUES INTEGRATION: Cooperation
III. LEARNING TASK
Day 3
A. ENGAGEMENT
1. Performing routine activities
2. Recall of important concepts learned during
the previous meeting.
3. Show to the class a picture of a rainbow.
Ask, when do you usually see a rainbow? Do
you know how it is formed? Identify and
label the colors.
4. You can also narrate to the class the story
of the rainbow.
5. Perform Lesson 54 LM Activity 4 Is white
light made up of colors?
B. EXPLORATION
ACTIVITY 4 Is white Light Made up of colors?
1. What did you notice about the sun rays that
passed through the glass of water when
they strike the paper?
2. What were the different colors that you
see?
3. Is it possible to obtain the same results
using artificial light like a flashlight?
4. What does the activity tell us about white
light?
C. EXPLANATION
The colors of the rainbow and all the other colors
that we see around us are colors that come from the
light of the sun. A rainbow is formed when the light
from the sun passes through raindrops. That is why we
see a rainbow after it rained. A rainbow is the result of
sunlight breaking into different colors. In the activity,
the glass of water reflects light. As the light bends, it
separates into different colors or the colors of the
rainbow which is red, orange, yellow, green, blue,
indigo and violet or the ROYGBIV.
D. GENERALIZATION
What are the different colors of the rainbow?
How the rainbow is formed?
IV.EVALUATION
Direction: Analyze the statement carefully. Write true
or false in the space provided.
_______1. The colors of the rainbow are coming from
the sun.
_______2. A rainbow is formed when the light from the
sun passes through raindrops.
_______3. Rainbow composed of one color only.
_______4. A rainbow is the result of sunlight breaking
into different colors.
_______5. White light has different colors which is the
color of the rainbow.
V. ASSIGNMENT
Why do objects seem to be larger when viewed under a
magnifying glass?
What is the role of light in this?
FOS
SECTION ATTENDANCE 5 4 3 2 1 0
JACINTO
GOMEZ
BONIFACIO
RIZAL
 DATE__________________
DAY___________________
of a sound decreases between the person and the source
of the sound. The softness or loudness of a sound is
called volume. If the volume of the sound is controlled
there will be varying degree of loudness.
INVESTIGATING THE PROPERTIES OF SOUND D.ELABORATION
DURATION 5 DAYS Sound is a type of energy made by vibrations. When any
object vibrates, it causes movement in the air particles.
I.OBJECTIVE: Investigate properties and characteristics These particles bump into the particles close to them.
of sounds. E. GENERALIZATION
II. A. MATERIALS: What are the characteristics of sound?
LM Activity 1: Are Ripples like the characteristics of IV.EVALUATION
sound waves? ANALYZE THE STATEMENT CAREFULLY. WRITE TRUE OR
B. REFERENCES: Deped Science and Health 4 FALSE IN THE SPACE PROVIDED.
C. PROCESS SKILLS: Observing, inferring _______1. Sound is a type of energy made by vibrations.
D. VALUES INTEGRATION: _______2. The softness and loudness of a sound is called
a. Cooperation in performing group activity. volume.
III. LEARNING TASKS: _______3. The loudness of a sound refers to how strong
DAY 1 the sound seems.
A. ENGAGEMENT _______4. Loud sound also means intense sound.
1. 1 play 2 types of music one with a soft tone _______5. Sound loses intensity as it spreads outward in
preferably a mellow music and one with a all directions from the source.
very loud tone like the ones played in a V.ASSIGNMENT
concert. Maintain the volume as you play Cut-out or draw pictures of at least 5 objects each that
each song. pictures.
2. Ask: What type of music was played first? a. Soft sound
Second? b. Loud sound.
3. Ask: Which of the music do you prefer to
hear? Why?
B. EXPLORATION FOS
1. Group activity SECTION ATTENDANCE 5 4 3 2 1 0
2. Recall the standard of groupings.
ACTIVITY 1: ARE RIPPLES LIKE THE
CHARACTERISTICS OF SOUND?
1. What happened to the water in the JACINTO
basin when you placed a drop of water
into it? GOMEZ
2. What was formed in the basin of water
when a small marble was dropped into
it? BONIFACIO
3. What was formed in the water when it
was tapped lightly with a pencil? RIZAL
4. How do you describe the motion of the
ripples formed in the water?
5. What do the ripples represent?
C. EXPLANATION
The loudness of a sound refers to how strong the sound
seems to us when it reaches our ears. Loud sound also
means intense sound. Sound loses intensity as it spreads
outward in all directions from the source. So the loudness
DATE__________________
DAY___________________
heard by the human ear. Loud sounds may not be
pleasing to the ears.
D.GENERALIZATION
What are the different ways of sound?
INVESTIGATING THE PROPERTIES OF SOUND IV.EVALUATION
DURATION 5 DAYS ANALYZE THE STATEMENT CAREFULLY. WRITE TRUE OR
FALSE IN THE BLANK
I.OBJECTIVE: Infer that sound could be loud and soft. _______1. Sound vary in different ways.
II. A. MATERIALS: _______2. Some sounds may be too loud while others
LM Activity 2: Nature has a song. may be too soft.
B. REFERENCES: Deped Science and Health 4 _______3. The volume of the sound depends on the
C. PROCESS SKILLS: Observing, inferring strength of a vibrations.
D. VALUES INTEGRATION: _______4. The application of a stronger force causes a
a. Cooperation in performing group activity. louder volume.
III. LEARNING TASKS _______5. Loud sound may be good pleasing to the ears.
DAY 2
A. ENGAGEMENT V.ASSIGNMENT
1. Do routine activities Cut-out or draw pictures of at least 5 objects each that
2. Recall all important concepts discussed. pictures.
3. Let the pupils close their eyes and instruct c. Soft sound
them that nobody should talk. Let them d. Loud sound.
listen attentively to their environment.
4. Ask: where you able to hear sound? What
sounds did you hear? FOS
B. EXPLORATION SECTION ATTENDANCE 5 4 3 2 1 0
1. Perform lesson 55 LM Activity No. 2 Nature
has a song.
2. Allot time for the pupils to organize their
answers/observations. JACINTO
3. Study the chant and teach the actions to
the pupils before performing. GOMEZ
ACTIVITY 2 DOES NATURE HAVE A SONG?
1. What sounds of nature are mentioned in
the chant? Can you add more sounds to the BONIFACIO
list?
2. What types of sounds are these being they RIZAL
soft or loud sounds?
3. How are these sounds related to one’s
activity/feeling?
4. What can we infer with the loud sound we
hear? Like the thunder?
C. EXPLANATION
The sounds that you hear may vary in different ways.
Some sounds may be too loud while others may be
too soft. The volume of a sound defends on the
strength of a vibration. The application of a stronger
force causes a louder volume of sound as in the case
of the rumbling thunder. A lesser force makes a
softness sound as in the soft breeze of a fine day.
Other soft sounds may not be loud enough to be
DATE__________________
DAY___________________
INVESTIGATING THE PROPERTIES OF SOUND
DURATION 5 DAYS
I.OBJECTIVE: Describe that the volume of a sound
decreases as the distance of the observer moves further
from the source of sound.
II. A. MATERIALS:
LM Activity 3: Can you hear the sound?
B. REFERENCES: Deped Science and Health 4
C. PROCESS SKILLS: Observing, inferring
D. VALUES INTEGRATION:
a. Cooperation in performing group activity.
III. LEARNING TASKS
DAY 3
A. ENGAGEMENT
1. Do routine activities
2. Show to the class a picture of a boy
standing on the side of the road while
listening to some approaching vehicles. B.
boy standing on a road while the vehicle is
at the same point where he stands. C. boy
standing on the road while a vehicle is
moving away from him.
3. ASK: What could you infer from the
following pictures? What can you say about
the sound of an approaching vehicle if you
standing in the place of the boy in the
picture? What about the sound of the
vehicle when it is already within your place?
What can you say about the sound of the
vehicles when it is already moving away
from you?
B. EXPLORATION
1. Perform Lesson 55 LM Activity 3 Can you
hear the sound?
2. Closely monitor the pupils as they perform
to ensure that the instructions are followed
well.
3. Allot at least five minutes for the pupils to
organize their answer.
C. EXPLANATION
ACTIVITY 3. CAN YOU HEAR THE SOUND?
1. Was the music loud enough to be heard at
the starting distance?
2. Were you still able to hear the sound clearly
at the farthest distance you set?
3. What happens with the loudness of the music as you
increase your distance away from the source?
4. If you continue to move away from the source of the
music. Will you able to hear it clearly and loudly?
5. What could you infer from this activity?
D.ELABORATION
When you describe a sound, the first thing you think
about is loudness. You whisper around a sleeping baby,
but might give an all-out shout when your favorite
basketball player scored in a crucial end game. Loudness
is a measure of how strong a sound seems to us. If we
apply greater force in an object. We produce loud
sounds. If we apply lesser force in an object, we produce
soft sound.
D.GENERALIZATION
How do you describe the softness and loudness of a
sound?
IV.EVALUATION
ANALYZE THE STATEMENT CAREFULLY. WRITE TRUE OR
FALSE IN THE BLANK
_______1. Sound vary in different ways.
_______2. Some sounds may be too loud while others
may be too soft.
_______3. The volume of the sound depends on the
strength of a vibrations.
_______4. The application of a stronger force causes a
louder volume.
_______5. Loud sound may be good pleasing to the ears.
V.ASSIGNMENT
Cut-out or draw pictures of at least 5 objects each that
pictures.
e. Soft sound
f. Loud sound.
FOS
SECTION ATTENDANCE 5 4 3 2 1 0
JACINTO
GOMEZ
BONIFACIO
RIZAL
 inability to control it that makes it annoying. Car blowing its horn
DATE__________________ and the seemingly endless barking of a dog at night are good
examples. We could also include that we too in the classroom
DAY___________________ contribute to the production of a noise when we talk altogether at
the same time.
IV.EVALUATION
CHOOSE THE LETTER OF THE BEST ANSWER.
1. Which of the following produces as a soft sound?
a. Drum set c. jet
INVESTIGATING THE PROPERTIES OF SOUND b. Whistle d. buzzing bee
DURATION 5 DAYS 2. Which of the following produces the loudest sound?
a. Jet c. telephone
b. Piano d. cry of a baby
I.OBJECTIVE: Describe the sound that an object 3. Why does sound become weaker or fainter as it moves away
produce. from the observer?
II. A. MATERIALS: a. The sound is lowered by the operator.
LM Activity 4: When does sound become a noise? b. The sound spread to cover a smaller area.
c. The sound spread to cover a larger area.
B. REFERENCES: Deped Science and Health 4 d. The sound is already absorbed by the environment.
C. PROCESS SKILLS: Observing, inferring 4. Which pair of words is true?
D. VALUES INTEGRATION: a. Flute: loudest sound
a. Cooperation in performing group activity. b. Cricket: no sound
III. LEARNING TASKS c. Whisper: soft sound
d. Ambulance siren: soft sound
DAY 4 5. Which is true about the characteristics of sound?
A ENGAGEMENT a. Sound could either be soft or loud.
1. Do routine activities b. The loudness of sound decreases as it moves nearer the
2. Tell the pupils to talk altogether at the same observer.
c. Sounds is not heard when it is exactly on the same spot as the
time, but do not encourage them to shout at
listener.
each other. Let them do this for at least 1 d. The loudness of sound increases as it moves away from the
minute. observer.
3. Ask: where you able to understand what, your
classmates are telling? Are the sounds V.ASSIGNMENT
produced pleasant to hear? Cut-out or draw pictures of at least 5 objects each that
B. EXPLORATION pictures.
1. perform lesson 55 LM Activity No 4. When does, g. Soft sound
sound become a noise? h. Loud sound.
2. Closely monitor the pupils as they perform to ensure FOS
that the instructions are followed well. SECTION ATTENDANCE 5 4 3 2 1 0
3. Allot at least 5 minutes for the pupils to organize
their outputs.
C.EXPLANATION
ACTIVITY 4 WHEN DOES SOUND BECOME A NOISE? JACINTO
1. What do you observe with the loudness of the
music as you adjust the volume of the player? GOMEZ
2. How does the volume of sound affect your
hearing?
3. Do you still love to hear the music as the BONIFACIO
volume level increases?
D. ELABORATION RIZAL
Noise is any undesirable sound which disturbs the
activities of human or animal life. People react to
sounds in different ways. Some sounds can distract us
and break our concentration. When this happens, the
sound becomes unwanted noise. Often it is not the
pitch or the loudness that makes a sound annoying.
Sometimes it is repetitive nature of the sound and our
 inability to control it that makes it annoying. Car blowing its horn
DATE__________________ and the seemingly endless barking of a dog at night are good
examples. We could also include that we too in the classroom
DAY___________________ contribute to the production of a noise when we talk altogether at
the same time.
IV.EVALUATION
CHOOSE THE LETTER OF THE BEST ANSWER.
6. Which of the following produces as a soft sound?
c. Drum set c. jet
INVESTIGATING THE PROPERTIES OF SOUND d. Whistle d. buzzing bee
DURATION 5 DAYS 7. Which of the following produces the loudest sound?
c. Jet c. telephone
d. Piano d. cry of a baby
I.OBJECTIVE: Describe the sound that an object 8. Why does sound become weaker or fainter as it moves away
produce. from the observer?
II. A. MATERIALS: e. The sound is lowered by the operator.
LM Activity 4: When does sound become a noise? f. The sound spread to cover a smaller area.
g. The sound spread to cover a larger area.
B. REFERENCES: Deped Science and Health 4 h. The sound is already absorbed by the environment.
C. PROCESS SKILLS: Observing, inferring 9. Which pair of words is true?
D. VALUES INTEGRATION: e. Flute: loudest sound
a. Cooperation in performing group activity. f. Cricket: no sound
III. LEARNING TASKS g. Whisper: soft sound
h. Ambulance siren: soft sound
DAY 5 10. Which is true about the characteristics of sound?
A ENGAGEMENT e. Sound could either be soft or loud.
4. Do routine activities f. The loudness of sound decreases as it moves nearer the
5. Tell the pupils to talk altogether at the same observer.
g. Sounds is not heard when it is exactly on the same spot as the
time, but do not encourage them to shout at
listener.
each other. Let them do this for at least 1 h. The loudness of sound increases as it moves away from the
minute. observer.
6. Ask: where you able to understand what, your
classmates are telling? Are the sounds V.ASSIGNMENT
produced pleasant to hear? Cut-out or draw pictures of at least 5 objects each that
B. EXPLORATION pictures.
1. perform lesson 55 LM Activity No 4. When does, i. Soft sound
sound become a noise? j. Loud sound.
2. Closely monitor the pupils as they perform to ensure FOS
that the instructions are followed well. SECTION ATTENDANCE 5 4 3 2 1 0
3. Allot at least 5 minutes for the pupils to organize
their outputs.
C.EXPLANATION
ACTIVITY 4 WHEN DOES SOUND BECOME A NOISE? JACINTO
4. What do you observe with the loudness of the
music as you adjust the volume of the player? GOMEZ
5. How does the volume of sound affect your
hearing?
6. Do you still love to hear the music as the BONIFACIO
volume level increases?
E. ELABORATION RIZAL
Noise is any undesirable sound which disturbs the
activities of human or animal life. People react to
sounds in different ways. Some sounds can distract us
and break our concentration. When this happens, the
sound becomes unwanted noise. Often it is not the
pitch or the loudness that makes a sound annoying.
Sometimes it is repetitive nature of the sound and our