School Maly Elementary School Grade Level 4 - SSC

Teacher RHEINA SANDRA M. Learning Area Science (45 Minutes)

UNLAYAO
Teaching Date March 20, 2025 Quarter Fourth
& Time 1:00-2:00 PM

I. OBJECTIVES INDICATORS
A. Content Standards The learners learn that characteristics of the weather
can be observed and measured.

B. Performance By the end of the Quarter, learners describe the

Standards characteristics of weather and use the information to
make predictions about weather patterns in their local
area.

C. Learning
Competencies and Use weather instruments to measure and record
Objectives some of the characteristics of weather during a
school day.

Objectives:

 Knowledge: Knowledge: Identify the basic

characteristics used to describe the weather
(e.g., temperature, wind speed, and humidity).
 Skills: Interpret and describe simple weather
conditions using observed characteristics.
 Attitude: Demonstrate an appreciation on the
importance of weather charts in planning daily
activities.

Integration:

 Environmental awareness (Environmental

Literacy)
 Collaboration
 Development of survival skills

D. Objectives
II. CONTENT Interpreting Local Weather Chart
III. LEARNING RESOURCES
A. References

a. Teacher’s Guide
Pages
b. Learner’s Material Learner’s Material Quarter 4 Week 5
Pages
c. Textbook Pages
Science Book Pp. 310-317
d. Additional Materials Visual aids (pictures of weather instruments and
from Learning conditions)
Resources
PowerPoint Presentation
Printed Materials (Pictures)
B. List of Learning YouTube Video COI #2 - Ensured the
Resources for Walk & Stop (Inspire Listening and Reflex skills) positive use of ICT to
Development and [Link] facilitate the teaching and
Engagement Activities Weather Forecast (Unang Balita) learning process.
[Link]
Weather Forecast (Google Weather)
 [Link]
%20forecast&oq=maly%20weather%20forecast&gs_lcrp
IV. PROCEDURES
A. PRELIMINARY ENERGIZER: (5 minutes)
ACTIVITIES WEATHER WALK

Mechanics:
1. The teacher will ask the learners to walk
around the classroom while showing a weather
chart. COI #7
Design, adapt and
implement teaching
strategies that are
responsive to learners
with disabilities,
2. When the teacher says, "Sunny," all learners giftedness and talents.
will walk normally.
3. When the teacher says, "Rainy," the learners
should walk slowly and pretend they are
holding an umbrella.
4. When the teacher says, "Windy," the learners
will pretend they are being blown by strong
winds and walk carefully.
5. When the teacher says, "Cloudy/Stormy," the
learners should walk very slowly and quietly,
pretending it’s a gloomy day.
6. The teacher can call out different weather
conditions in quick succession, and the
students should switch their movements
accordingly.
COI #2 - Ensured the
7. The teacher will end by saying, "Clear skies," positive use of ICT to
and the learners can walk normally again and facilitate the teaching
go back to their seats. and learning process.

This activity will help improve learners’ imagination

and listening skills, as they must respond quickly to
each weather condition.

Follow-up Questions:
1. How did you feel moving like different weather
conditions?
2. What kind of weather do you like best and
why?
3. How did the weather affect your mood or
energy during the activity?

(The teacher will emphasize how weather can affect

our emotions and behavior in real life, helping
students understand the connection between weather
and mood.)

COI #3 - Used a range of

teaching strategies that
enhance learner
achievement in literacy
 and numeracy skills.
WORD OF THE DAY: (3 minutes)
COI #1- Apply
WEATHER CHART (Noun) knowledge of content
Pronunciation: we·ther chart within and across
curriculum teaching
Let the learner read and spell the word. areas
Definitions from Merriam Webster (English: Learning
Competency)
meaning Understanding multimedia
showing the principal meteorological elements at a elements: graphics
(photographs, drawings,
given hour and over an extended region charts, illustration, icons etc)
EN4VR-III-4
Mathematics and Science
(Mathematics: Learning
- is a type of graph or diagram used to represent Competency)
and visualize various weather-related data
Interprets data presented in
over time. different kinds of graphs/charts
M4SP-IVg-3.4

REVIEW: (5 minutes)
WEATHER RIDDLE
Directions: Read and analyze the riddle. Identify the
weather instrument being described.

MOTIVATION (3 minutes)

Watch a short video

Guide Questions:
1. What did you see in this video?
2. Have you ever watched or read a weather report? How
do they interpret the data?
3. Can you guess what kind of weather might occur based
 on the symbols or colors in the video?

B. DEVELOPMENTA Group Activity

L ACTIVITIES 1. Divide the learners into 3 groups and let them
(4As Strategy) pick their task from the box.
2. Orient the pupils on the rules and proper
decorum during group activity. COI #5
1. ACTIVITY Maintained supportive
(5 minutes) 3. Distribute the needed materials and activity
learning environments that
sheets. nurture and inspire
4. Instruct pupils to carefully read the directions. learners to participate,
5. Emphasize the importance of cooperation to cooperate and collaborate
successfully accomplish the task. in continued learning.

Rubrics for the

Activity

Weather Artists

COI #1- Apply

knowledge of content
within and across
curriculum teaching
areas
 Task: Draw a symbol on the chart showing the Math: Learning
different weather conditions (e.g., sunny, rainy, Competency
windy) based on the given data. Visualizes and describes
 Activity: Work together to label their drawings solid figures
 Output: Present their weather chart to the M5GE-IIIe-25
class by pointing to the symbols and describing
the weather.

Weather Reporters

 Task: Act like weather forecasters and

describe the weather of the day (based on the
given weather chart
 Activity: Practice using simple sentences like,
Welcome to today’s weather report! I’m
[Name], and I’m here to tell you what kind of
weather we’ll be having this week. Is it sunny
and warm, or will we see some rain? Let’s find
CO I #4 Used effective
out together!"
verbal and non-verbal
 Output: Deliver their weather report to the classroom communication
class using their own words and enthusiasm. strategies to support
learner understanding,
 participation, engagement
Weather Planners and achievement.

 Task: Match the different weather conditions

with suitable activities.
 Activity: List down two or more fun activities
that would be perfect for that weather based
on the given weather chart
 Output: Share their plan and explain why the
activities fit the weather.
If the activity has been completed, instruct the
learners to return to their seats by giving the following
commands, counting:
1 - The learners should sit properly.
2 - They should zip their mouths.
3 - They should respond with "Yes, we are" to
prepare for the next task.
Guide Questions for the presentation.
Weather Artists:
1. What weather conditions are represented by
2. ANALYSIS: COI #6 - Applied a range
each symbol you drew?
(10 minutes) of successful strategies
2. How did you decide which symbol to draw for
each weather condition? that maintain learning
3. What have you learned from this activity? environments that
motivate learners to work
productively by assuming
Weather Reporters:
responsibility for their own
1. What key details did you include in your learning.
weather report?
2. How do you think weather charts help people
prepare for their day?
3. What have you learned from this activity?

Weather Planners:
1. What did you consider in planning the
activities?
2. How do weather conditions influence the types
of activities we can do outdoors or indoors?
3. What have you learned from this activity?
Teacher’s background:
When we are asked to find an amount that will
3. ABSTRACTION: occupy space not just a surface, we are being
(5 minutes) introduce to another application of measurement
which is the volume.

Show the given figure to the class

as an example.
 Ask: What solid figure is this? (answer: Rectangular
Prism) COI #1- Apply knowledge
How many dimensions does it have? (answer: 3) of content within and
What are these dimensions? (answer: length, width, across curriculum teaching
and height) areas

Say: Now, I have another solid figure here. What Math: Learning
solid figure are these? (Answer: Cubes) Competency
Visualizes and describes
solid figures
M5GE-IIIe-25

If we fill in this shoe box with cubes, how many will

fit in? Can you guess? Let’s find out.
Count with me.

Get the total number of cubes fit in the shoe box.

Count also the number of layers.

Say: When we get the total number of cubes that fill

the shoe box, what we have looked for is the volume.

Ask the learners:

Based on your observation what is volume?

 Volume is the number of cubic units in an

object.
 Volume is the amount of space occupied by a
three- dimensional or 3D object.
 A cubic unit is a measurement used to find
volume. It is called cubic because there are
three dimensions: length, width, and height.
Each dimension is 1 unit. We write the cubic
units: unit³.

Say: Every 1 cube represents 1 cubic unit.

You count the number of cubes to get the volume of
the rectangular prism. By counting, there are ____
total number of cubic units in the shoe box.
Therefore, the volume of the shoe box is ____ cubic
units.
V= ___ cubic units

 We can visualize the volume of a cube and a

rectangular prism by using standard units, to
find the volume of a space figure, count the
number of cubic units needed to fill the
space. Standard units are consistent and
accurate.
4. APPLICATION Situation:
(3 minutes) The Boy Scouts have initiated a rice donation box for COI #8
 learners affected by the typhoon. The box measures Planned and delivered
9 units in length, 9 units in width, and 9 units in teaching strategies that are
responsive to the special
height. Understanding its volume will help us educational needs of learners
determine how much rice we can collect. Can you in difficult circumstances*,
help us visualize the volume? Your support truly including geographic
makes a difference! isolation; chronic illness;
displacement due to armed
conflict, urban resettlement or
Let the learners analyze the problem by following the disasters; child abuse and
steps. child labor practices.
1. Indicate the cubic units in each dimension
in the table below. COI #3 - Used a range of
Object Length Width Height Volume teaching strategies that
Rice enhance learner
Donatio achievement in literacy
and numeracy skills.
n Box
2. Illustrate the cubic units of each dimension
to visualize it volume. COI #1- Apply knowledge
3. Then count all the cubic units to complete of content within and across
curriculum teaching areas
the table. ESP Learning Competency:
Nakapagsisimula ng
pamumuno para
makapagbigay ng kayang
tulong para sa
nangangailangan
EsP5P – IIa –22

C. CONCLUDING DRILL BOARD

ACTIVITIES Visualize the volume of cubes and rectangular prisms
(5 minutes) by counting only the number of small cubes per layer
and add them all.
1. Enrichment
Activity

2. 1. What is volume?
Generalization 2. How do you visualize the volume of a cube
and rectangular prism?

D. ASSESSMENT Direction: Choose the correct letter of your answer.

(5 minutes) Write your answer on a sheet of paper.

1. The sun is shining brightly. The air is still. It is warm

outside. What do you think is the temperature of the
day?
A. 25°C C. 20°C
B.35°C D. 23°C

2. How does the wind move during fair weather?

A. Fast C. Hard
B. Gently D. Violently

3. In San Mateo Rizal, the weather condition is very

hot all throughout the day. The temperature ranges
from 35°C - 38°C. What is the weather condition of
Valencia City?
 A. Fair weather condition C. Stormy weather
B. Rainy D. Windy weather

4. You’re scheduled to play an outdoor sports game,

but it starts to rain heavily just before the game
begins. What is the best decision?

[Link] the sky is cloudy, the air is________.

A. Cooler C. Humid
B. Hot D. Very Hot

C. ASSIGNMENT Search and familiarize yourself with the metric

system.
REMARKS 5 - _____ 4 - _______ 3 and below _________
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson?
D. No. of learners who continue to
require remediation.
E. Which of my teaching
strategies worked well? Why did
this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
Prepared by: Checked by:

CRESY E. DELA CRUZ CLETA F. SALADERO

Math Teacher Principal II