3-TERM LESSON PLAN
Name(s) of Teacher(s) [Insert Teacher Name(s)]
Learning Area(s) Science Section and Time [Insert Section and
Time]
Grade Level Grade 4
Learning Learners identify issues and concerns in the local community and how they
Competency could be addressed by science, such as the treatment of waste. Specifically,
What learners will: (1) identify appropriate science process skills (observing,
competency/ies classifying, measuring, predicting, communicating, inferring) and scientific
from the attitudes (curiosity, carefulness, honesty, perseverance, open-mindedness,
curriculum are responsibility) needed in addressing local community issues (e.g., waste
we targeting? treatment); and (2) explain and give examples of the different scientific
attitudes and science process skills and demonstrate their use in a simple
investigation or community action planning activity.
Learning Session Learning Session Learning Session Learning Session
1 2 3 4
Learning By the end of this By the end of this By the end of this By the end of this
Objectives session, learners session, learners session, learners session, learners
What smaller will be able to: will be able to: will be able to: will be able to:
knowledge, skills, (1) identify at (1) explain and (1) plan and (1) create a
or tasks from the least five local demonstrate at conduct a simple simple classroom
competency will community least four science classroom or community
learners work on, issues related to process skills investigation to action plan
and what should waste by (observing, test (poster and 2-
they be able to observing photos measuring, decomposition of minute oral
show by the end or the school classifying, materials presentation)
of a session? compound and predicting) by (prediction, that applies
What content or naming them conducting a simple science process
performance (performance hands-on waste- procedure, skills and
standards are standard: 12 out sorting activity observation, attitudes to
applicable to the of 15 learners and simple record results) address a specific
session? correctly identify measurement using safe, local waste issue
and describe at task teacher- identified earlier
least three (performance supervised jars (performance
issues); (2) list standard: 80– or containers standard: each
three science 84% of learners (performance group produces
process skills demonstrate standard: one poster and
they will use to each skill with majority of delivers a clear
investigate waste teacher support); groups complete plan with steps
problems (2) describe a 2-week and labeled
(observing, three scientific observation plan responsible
asking questions, attitudes and initial persons); and (2)
classifying) and (curiosity, observations match at least
explain why each carefulness, recorded); (2) five science
is useful responsibility) explain how process skills
(performance and give one scientific with appropriate
standard: real-life example attitudes actions in their
learners give one of each in the (perseverance, plan and explain
example for each context of waste open- how scientific
skill). management. mindedness) attitudes support
support those actions.
investigations
and how process
skills (predicting,
observing,
recording) are
used step-by-
step.
Learning Printed Sets of assorted Clear jars or Poster paper or
Resources photographs of clean waste-like sealed plastic chart paper,
What learning local waste materials (paper containers with colored markers,
resources will be situations (or scraps, small lids (3 per sticky notes,
helpful in teacher-taken plastic pieces, group), soil or rubric 'Action
reaching our photos), sample vegetable compost, small Plan
objectives? What waste items in peelings in labeled samples Presentation
materials are sealed clear sealed bags), of materials to Rubric' (columns:
available and containers simple balance test (paper strip, content
inclusive? What (paper, plastic, scales or fruit peel, small accuracy, use of
modalities are food peelings, homemade plastic piece) science skills,
accessible to metal), balance (coat placed in demonstration of
everyone? In magnifying hanger scale) and separate sealed attitudes, clarity),
case of lenses (or labeled weights bags for hygiene, sample action
emergency, what reading glasses), or coins (for permanent plan model,
alternative chart paper, measurement), markers, timer, index
resources may be sticky notes, measuring cups observation log cards for peer
used? markers, student or water bottles template (date, feedback,
worksheet for volume description, reflection
'Community estimates, sketch), worksheet 'My
Waste sorting trays, magnifying Science Skills &
Observation worksheets lenses, labels, Attitudes
Sheet' (simple 'Sorting and teacher Checklist'.
table with Measure Log', demonstration Emergency
columns: gloves, hand jar, safety gloves, alternative:
Observation, sanitizer, visual sink access for create digital
Where, cards showing washing hands. posters (if
Concern), scientific Emergency tablets/computer
emergency attitudes, alternative: use s available) or
alternative: use emergency drawings and oral presentation
picture cards alternative: use simulated logs if with teacher
drawn on paper drawn items on no materials note-taking.
or verbal cards and permitted.
descriptions if estimation
photos activities without
unavailable. actual materials.
Self-Check ☐ Activities are aligned with the objectives
Here are some ☐ Learning Design Principles are intentionally embedded in the Learning
reminders as I Experience
plan my lesson. ☐ Assessment strategies help me and learners see if the session objectives
Was I able to do are met
the following?
☐ Integration strategies have been explored and appropriately embedded in
the Learning Experience
☐ Opportunities for support are present for learners with disabilities and
learners with unique contexts
Learning Session 1
Pre-Lesson Warm-up (5 minutes): Teacher greets class and
What will I do to help the learners get ready for asks a short imagination prompt: 'Close your
the lesson? eyes for 10 seconds. Imagine walking down
your street. What do you notice about the
ground, the gutter, or the park? Is there
anything that surprises you?' Teacher says:
"Open your eyes. Turn to your neighbor and
share one thing you imagined." Follow-up (2
minutes): Ask 2-3 volunteers to share. Teacher
explains the session purpose: "Today we will
look carefully at waste problems near us and
practice science ways of finding out more about
them." Remind students about safety and
respect for others' views.
Learning Experience Activity 1 — Photo/Walk Observations (20
What activities can I implement to meet the minutes): Teacher shows 6-8 photos of local
learning objectives? What can I do to: • make waste situations (or leads a 10-minute
the objectives clear for the learners? • guide courthouse/school compound quick walk if
learners before letting them try the task on allowed). In pairs, students use magnifying
their own? • check the state of the learners' lenses and the 'Community Waste Observation
well-being, understanding, and mastery over Sheet' to record: what they see, where it is, and
the lesson? • connect today's new concepts to one concern. Teacher models filling out one
past competencies? • encourage collaboration example on the board: 'Plastic bag in drainage
among learners? • invite learners to reflect on — may block water flow — concern: flooding.'
why this matters to them? • ensure inclusion Teacher circulates, prompts with questions:
for learners' varied abilities, learning styles, and 'What do you notice about the material? How
contexts? might this affect people or animals?' Activity 2
— Group Classification (15 minutes): Form
groups of 4. Each group receives three sealed
sample waste items. Groups sort items into
categories (e.g., biodegradable, non-
biodegradable, recyclable) using sticky notes on
chart paper. Teacher asks groups to explain
why they placed items in a category. Closing (5
minutes): Each group shares one biggest
concern found and one science process skill
they used. Teacher highlights vocabulary:
observe, classify, question. Differentiation: Pair
students strategically (higher-support with
learners needing scaffolding). Provide picture
labels and sentence starters for learners who
need language support. Allow one student to
be a scribe or use voice recorder if writing is
difficult.
Opportunities for integration English - oral communication and descriptive
Are there spaces to meaningfully integrate: writing: students describe observations and
another learning area? a special topic? practice complete sentences when reporting.
technology? Math - tallying types of waste observed and
creating a simple frequency table. Values
Are there spaces to meaningfully integrate: Education/Citizenship - responsibility and
• another learning area? respect for environment: discuss why caring for
• a special topic? community matters. Technology - use a
• technology? classroom tablet or phone camera for taking
photos (if available) and show images on
screen. Special topic integration: Disaster risk
reduction — note how blocked drains can
increase flooding risk.
Formative Assessment The teacher collects the 'Community Waste
What task, activity, or questions can I use to Observation Sheet' and checks for: (1) at least
evaluate learning? What can we do together so three clear observations, (2) one named
that learners can tell me what kind of support concern, and (3) identification of a science
they need from me? process skill. During group work, the teacher
notes participation, listens for correct
vocabulary use, and uses a quick 3-point
checklist (Observed = 1, Classified = 1, Named
Concern = 1) for each pair to gather evidence.
Provide immediate oral feedback and a short
whole-class recap of common issues.
Extended learning opportunities Home activity: Learners are asked to do a one-
What experiences outside the classroom can I day 'waste watch' at home with a parent: list
suggest to learners to reinforce what they have three different waste items found at home and
learned? What experiences might make note where they are usually disposed. Parent
learners more curious or engaged in this guide: Ask parents to help children record three
lesson? items and sign the sheet; discuss at home one
small action they can do to reduce waste for a
day (e.g., bring reusable cup). Suggest learners
take a photo (or draw) one waste item and
bring to class next session.
Learning Session 2
Pre-Lesson Preparation prompt (5 minutes): Teacher asks
What will I do to help the learners get ready for students to recall their 'waste watch' findings
the lesson? from home (from extended learning). Teacher
reads 2-3 student examples aloud (with names
if students agree). Then teacher asks: 'Which
science skills helped you notice those things?
Which attitudes helped you act responsibly at
home?' Teacher models one example: 'I was
curious, so I asked why we have this much
plastic; I was careful when measuring.' Teacher
reminds students of safety (no touching
unsanitized materials; wear gloves).
Learning Experience Activity 1 — Demonstration (5 minutes):
What activities can I implement to meet the Teacher demonstrates safe handling, sorting,
learning objectives? What can I do to: • make and using a simple balance to weigh a small
the objectives clear for the learners? • guide item. Shows how to record in 'Sorting and
learners before letting them try the task on Measure Log.' Activity 2 — Hands-on stations
their own? • check the state of the learners' (30 minutes): Students work in groups of 4 at
well-being, understanding, and mastery over three rotating stations (10 minutes per station):
the lesson? • connect today's new concepts to Station A — Sorting and Classifying: sort items
past competencies? • encourage collaboration into biodegradable, recyclable, non-recyclable
among learners? • invite learners to reflect on and explain reasoning. Station B — Measuring:
why this matters to them? • ensure inclusion use balance or homemade scale to weigh an
for learners' varied abilities, learning styles, and item and estimate volume using measuring
contexts? cups; record results and compare estimates
versus actual. Station C — Predicting and
Explaining: present a sealed sample and ask
groups to predict how it will break down over
time and give reasons; groups write one
prediction and one plan to reduce such waste.
Teacher circulates, asks guiding questions:
'How did you decide this belongs there? What
evidence supports your prediction?'
Differentiation: Provide visual category labels
and a labeled checklist for students with special
needs; allow alternative roles (recorder,
measurer, reporter). Use affirmative prompts
for reluctant learners (e.g., 'You noticed the
texture — what category might that match?').
Activity 3 — Share Out (10 minutes): Each
group presents one measurement result and
one classified item, and names a scientific
attitude they used. Teacher highlights examples
of careful recording and cooperation.
Opportunities for integration Math - measurement: mass and volume,
Are there spaces to meaningfully integrate: estimation, recording results in simple tables.
another learning area? a special topic? English - writing clear short explanations and
technology? presenting findings (communication). Values -
stewardship and honesty: discuss why accurate
Are there spaces to meaningfully integrate: recording matters. Technology - use a simple
• another learning area? calculator app or digital scale if available to
• a special topic? compare manual and digital measurements.
• technology? Special topic - Health and Hygiene: discuss safe
handling of waste and personal hygiene
practices.
Formative Assessment Teacher uses an observation rubric during
What task, activity, or questions can I use to stations to record evidence of skills (observing,
evaluate learning? What can we do together so classifying, measuring, predicting) per group.
that learners can tell me what kind of support Collect 'Sorting and Measure Log' to check
they need from me? correct categories and reasonable
measurement entries. Use targeted questioning
for individuals: ask a student to explain why an
item is non-biodegradable. Record quick
anecdotal notes for learners not meeting
expectations to provide support next session.
Extended learning opportunities Home activity: Ask learners to try a simple
What experiences outside the classroom can I measurement at home (weigh a fruit or
suggest to learners to reinforce what they have measure water in a cup) and have a parent sign
learned? What experiences might make the record. Suggest learners try sorting family
learners more curious or engaged in this waste for one meal and discuss with family
lesson? which items could be reduced or reused. Parent
guide: Encourage parents to ask the child to
explain one scientific skill and attitude they
practiced.
Learning Session 3
Pre-Lesson Hook (5 minutes): Teacher shows two jars from
What will I do to help the learners get ready for a previous demonstration (one with
the lesson? decomposing vegetable peel and one with
plastic piece) and asks: 'What differences do
you see? Which changed more? Why might
that be?' Students briefly discuss in pairs.
Teacher explicitly states the learning goal:
'Today you will plan a small experiment to see
which materials break down faster and practice
scientific attitudes while you do it.' Teacher
reviews safety procedures.
Learning Experience Activity 1 — Group Planning (15 minutes):
What activities can I implement to meet the Groups of 4 design a simple investigation using
learning objectives? What can I do to: • make the provided materials. Teacher provides a
the objectives clear for the learners? • guide planning sheet with prompts: Title, Question
learners before letting them try the task on (e.g., Which material will decompose fastest?),
their own? • check the state of the learners' Prediction with reason, Materials list, Step-by-
well-being, understanding, and mastery over step Procedure, Observation schedule (e.g.,
the lesson? • connect today's new concepts to observe every 3 days for two weeks). Teacher
past competencies? • encourage collaboration models how to write a clear prediction and
among learners? • invite learners to reflect on short procedure. Activity 2 — Setup (15
why this matters to them? • ensure inclusion minutes): Groups set up three jars: soil + paper,
for learners' varied abilities, learning styles, and soil + vegetable peel, soil + sealed plastic piece
contexts? (plastic must remain sealed to prevent litter).
Label jars and place them in a designated
observation area. Record initial observations
(date, smell, color, sketch) in the observation
log. Activity 3 — Role of Attitudes and Skills (10
minutes): Teacher leads a brief reflection: ask
groups to name which scientific attitudes will
help them follow their plan (perseverance:
check logs; carefulness: record accurately) and
which skills they will use at each stage.
Differentiation: Provide sentence frames for
predictions and checklists for procedures for
learners who need structure. Allow students
with mobility needs to take the role of data
manager if placement is hard to access.
Opportunities for integration Language Arts - writing procedural steps and
Are there spaces to meaningfully integrate: crafting clear predictions; encourage
another learning area? a special topic? descriptive words in observation logs. Art -
technology? sketching observations and recording changes.
Technology - use classroom camera to take
Are there spaces to meaningfully integrate: photos at observation times to create a visual
• another learning area? record; if not available, students draw. Values -
• a special topic? perseverance and responsibility: assign groups
• technology? a rotation schedule to care for the jars
properly. Science-Health link: discuss safe
handling of decomposing items and personal
hygiene.
Formative Assessment Teacher reviews each group's plan and initial
What task, activity, or questions can I use to log entries using a checklist: clear question,
evaluate learning? What can we do together so reasonable prediction, complete materials list,
that learners can tell me what kind of support safe procedure. Provide immediate corrective
they need from me? feedback for unclear procedures or safety
issues. During setup teacher observes group
cooperation and notes evidence of attitudes
(students taking turns, following instructions).
Keep a simple tally of groups that show correct
use of process skills.
Extended learning opportunities Home activity: Students observe one of their
What experiences outside the classroom can I household waste items over three days and
suggest to learners to reinforce what they have draw what they see each day; parents sign
learned? What experiences might make observation. Community suggestion: Invite
learners more curious or engaged in this families to try separating biodegradable scraps
lesson? for composting and report back to class.
Provide a simple parent note explaining the
experiment and hygiene reminders.
Learning Session 4
Pre-Lesson Review (5 minutes): Teacher reminds class of
What will I do to help the learners get ready for the issues identified in Session 1 and the
the lesson? decomposition findings started in Session 3.
Teacher displays the sample action plan and
reads it aloud. Warm-up prompt: 'Think of one
small thing our class can do this month to treat
waste better — what will we do and who will
help?' Students share one sentence with their
table.
Learning Experience Activity 1 — Plan Development (20 minutes): In
What activities can I implement to meet the the same groups, students choose one local
learning objectives? What can I do to: • make waste issue from prior sessions and design an
the objectives clear for the learners? • guide action plan using a guided template: Problem
learners before letting them try the task on statement, Scientific skills to use (e.g., observe
their own? • check the state of the learners' waste hotspots weekly, measure amount of
well-being, understanding, and mastery over litter, classify types), Steps (clear, numbered),
the lesson? • connect today's new concepts to People involved (classmates, janitor, parents),
past competencies? • encourage collaboration Resources needed, Timeline (one month).
among learners? • invite learners to reflect on Teacher circulates, prompts for measurable
why this matters to them? • ensure inclusion steps (e.g., collect and weigh 1 sack of
for learners' varied abilities, learning styles, and recyclable waste per week). Differentiation:
contexts? Provide simplified templates for groups
needing scaffold and extension challenges for
advanced groups (e.g., include expected results
and simple risk/benefit analysis). Activity 2 —
Poster Creation (15 minutes): Groups create a
poster summarizing the plan with visuals,
labeled steps, and the listed science
skills/attitudes. Activity 3 — Presentations and
Peer Feedback (15 minutes): Each group gives a
2-minute presentation. Classmates use index
cards to write one compliment and one
question. Use the rubric to give targeted praise.
Teacher times presentations and moderates
brief Q&A. Closing Reflection (5 minutes):
Individually, learners complete 'My Science
Skills & Attitudes Checklist' marking which
skills/attitudes they used and one thing they
will do at home.
Opportunities for integration Araling Panlipunan/Civics - community
Are there spaces to meaningfully integrate: participation and responsibilities: discuss how
another learning area? a special topic? citizens work together to solve local problems.
technology? English - presentation skills and persuasive
language. ICT - if available, groups can create a
Are there spaces to meaningfully integrate: short slide or take a photo of their poster and
• another learning area? upload to class folder (teacher-led). Values -
• a special topic? cooperation, responsibility, and stewardship:
• technology? emphasize community care. Math - set simple
measurable goals (count or weigh recyclables
collected).
Formative Assessment Teacher and peers use the 'Action Plan
What task, activity, or questions can I use to Presentation Rubric' to assess each group's
evaluate learning? What can we do together so clarity of problem description, applicability of
that learners can tell me what kind of support chosen science process skills, demonstration of
they need from me? scientific attitudes, and feasibility of plan.
Teacher records anecdotal notes during Q&A to
assess individual understanding. Collect 'My
Science Skills & Attitudes Checklist' to see self-
assessed mastery and guide remedial support
for those not meeting criteria.
Extended learning opportunities Class/community extension: Implement the
What experiences outside the classroom can I chosen plan over the agreed timeline and
suggest to learners to reinforce what they have report progress weekly. Home activity: Each
learned? What experiences might make learner asks one family member to join a small
learners more curious or engaged in this household action (e.g., start a small compost
lesson? bin or stop using single-use plastic for lunch)
and report results after two weeks. Parent
guide: Encourage families to discuss the child's
presentation and support at least one
household behavior change for two weeks.
Reflecting on my teaching practice
Notes for Myself Learning Session Learning Session Learning Session Learning Session
and Peers 1 2 3 4
Is there anything
I need to change
for tomorrow
based on what
happened? Is
there something
the learners are
interested in
exploring?
Are there some
things I would
like to share with
my co-teachers,
parents, or
school leaders
about my
classroom
experience?
Declaration of AI This lesson plan was generated with the assistance of Artificial Intelligence
use (AI) through this teaching platform. See DO 3 s.2026 Annex A for guidelines on
Cite how AI was the ethical and responsible use of AI in education.
used in the
formulation of
the lesson plan.