School: SOFRONIO ESPAÑOLA CENTRAL SCHOOL Grade Level: IV

Teacher: MHEYLYN A. FLORES Learning Area: SCIENCE

Teaching Date & Time: Quarter: 1ST QUARTER

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards The learners learn that:
1. Chemical properties of materials determine their uses.
B. Performance Standards By the end of the Quarter, learners describe chemical properties of materials and changes
to them. They demonstrate an understanding that science processes can solve everyday
problems and use creativity and determination to provide examples. They exhibit
objectivity and open-mindedness in gathering information related to environmental issues
and concerns in the community.
C. Learning Competencies Learning Competencies
and Objectives 1. describe changes in properties of materials when exposed to certain changes in
temperature, such as changes when wood or coal is burned;

Learning objectives:
a. Identify physical changes in matter when exposed to a certain temperature.
b. Illustrate the physical changes in matter when exposed to a certain temperature.
c. List down examples of physical changes in matter

D. Content Materials and their uses

E. Integration  Environmental awareness (Environmental Literacy)
 Collaboration
 Values Integration

II. LEARNING RESOURCES

Delos Reyes, R. L. (2022). Science Links. Quezon City: REX Publication. Campbell, C., & Tytler, R. (2007). Views of
student learning. In V. Dawson & G. Venville (Eds.), The Art of Teaching Primary Science (pp. 23-41). Australia:
Griffin Press.
III. TEACHING AND LEARNING PROCEDURE
A. Activating Prior Routinary Activities
Knowledge -Prayer
-Checking of Attendance (Pupils will count their classmates)
How many girls are present today? -We are 9.
How about the boys? -We are 8.
How many are you in total? -We are 17.

- Before we start our new topic, let us recall

our lesson yesterday. What was our lesson -Our lesson yesterday was about the three
yesterday? states of matter.
-What are these three (3) states of matter? -The three (3) states of matter are Solid,
liquid and Gas.

-Very good. Now, I have here a table with

written states of matter, all you have to do is
put these written characteristics to its
corresponding states of matter to complete the
table and cite some examples.

States of Characteristics Examples States of Characteristics Exa

Matter Matter mple
Solid s
Liquid Papers
They hold their ,
Gas coins,
shape; they do not
pencil
They hold their shape; they do not flow and do Solid flow and do not take
the shape of their
not take the shape of their containers.
containers.
These are objects that flow; they take the
shape of containers that hold them and fill the
container starting from the bottom.
Water,
 These are objects that oil,
They do not float, and they can be held in a flow; they take the alcoho
shape of containers l
container even when an open lid.
that hold them and
It takes the shape of their containers. When fill the container
Liquid
starting from the
placed in a container with an open lid, its
bottom.
particles will go out or escape the container.

They are usually light and can float around in

space, and they cannot be seen.
They do not float,
and they can be held
in a container even
when an open lid.

It takes the shape of Air

their containers.
Gas When placed in a
container with an
open lid, its particles
will go out or escape
the container.

They are usually light

and can float around
in space, and they
cannot be seen.

B. Establishing Lesson -Unlocking content area vocabulary

Purpose
-Now, we will be having a “Unscramble Word -(The teacher will distribute the envelope
Game”. with scrambled)
- I will divide you into three (3) groups. I have
prepared some envelope with scrambled
words and its meaning. You will arrange the
letters to form a word. I will give you 30
seconds to arrange the letters.
-(Pupils will raise their hand to answer)
-Before we start, what are “Do’s and Don’ts” -Listen to the teachers’ direction.
that we should consider in doing a group -Cooperate with your group.
activity? -Do it quietly.

-Very good. Now, let us start our activity.

GROUP 1
Meaning: It is the physical process in
which solid substances are converted into
liquids by adding heat.
Scrambled word #1: INGELMT
Answer: MELTING

GROUP 2
Meaning: It is the process in which a
liquid substance turns into a vapor or gas.
Scrambled word #2: NIOVEPATARO
Answer: EVAPORATION

GROUP 3
Meaning: It is the process in which
substance changes from liquid to solid
when exposed to a lower temperature.
Scrambled word #3: EEFINRGZ
Answer: FREEZING

-Excellent work.
C. Developing and -Matter undergoes changes especially when it
Deepening is exposed in a certain temperature. It’s either
Understanding high temperature or low temperature.

-A solid object or materials can turn into a

liquid or a gas. A liquid can turn into a solid
or a gas. Lastly, gases can turn into liquids or
solids.

-Now, I want to show you a video of how -(Pupil will watch a 3 minutes video
these changes happen in water. presentation)

- We will be having an experiment based on

the video that we have watched. I have here a
pot, an ice cubes, match and a gas let. I will
show you how physical changes happened.

-But before that, we will be sitting in circle for -Pupils will form a circle or sit in circle
you to observe properly as I will explain the shape and observe the demonstration
process. while listening to the teacher as she
discusses what is happening.

-Before we start, what are the “Do’s’ and -(Pupil will raise their hand to answer)
Don’ts’” that we should consider in doing an -Listen carefully to the teacher.
experiment? -Observe quietly.
-Don’t disturb your classmates.
-Do not touch any materials without the
supervision of your teacher especially
those harmful objects.
-Very good.
- (The teacher will begin the experiment)

1. The teacher will put the ice cubes into a pot

or kettle. (Pupils will raise their hands to answer)

-What is the current state of the ice cubes? -The ice cube is in solid state.

-Very good. Can you describe the ice cubes? -It is hard and cold.

2. Heat the pot on the stove/ gas let.

(Pupils will raise their hands to answer)
-What changes do you observe as the ice -The ice cube started to melt.
cubes are heated?

-Very good.
(Pupils will raise their hands to answer)
-What is happening to the ice cubes as they -The ice cubes become liquid.
start to melt?

- As you observed, the ice started to melt. It is

because as the temperature increases from the
stove, the ice also started to absorbs heat
energy from its surroundings, causing its
molecules to gain energy and move freely, so
it change from solid to a liquid. This process
is called Melting.

-Melting can also be applicable in some

substances, like butter, candle wax and
chocolates.
(Pupils will raise their hands to answer)
-Now, what do you think will happen if this -The water will turn into gas.
melted ice cubes are continually exposed to
high temperature?

-Very good. When the liquid gets warm

enough, the molecules of the water move so
fast that they will escape into thin air as vapor
or liquid will turn into gas. This process is
called Evaporation.

-In our surroundings, how can we observe -When the sun heats the bodies of water,
evaporation? it will evaporate into thin air.

-Very good. Who among you has a (Pupils will raise their hands)
refrigerator in your home?

-Does your mother put water in your freezer? -Yes, ma’am.

-What did you observe when your mother left -The water froze and creates ice.
the water in a freezer for an hour?

-Very good. The liquid matters turn into a

solid when the temperature gets cold. It is
called Freezing. The cold temperature slows
down the molecules in the liquid making them
to stick together and form a solid.

-Physical change is a change in state, size,

shape or phase of substance without changing
its chemical composition.

-Melting, evaporation, and freezing are

examples of physical changes that occurs in
different states of matter when materials were
exposed in a certain temperature.

ACTIVITY
-Now, we will be having an activity. I will -(Pupils will select their representative
divide you into three (3) groups. Each group and present their output.)
will be given a task. You have five (5) minutes
to finish your given task. You must select your
representatives to discuss your output.

GROUP ACTIVITY RUBRIC

CRITERIA 1 2 3 Group 1. “My Life Application”
Process Members do Members Members
Skills not occasionally always Answer the following questions based on
demonstrate demonstrate demonstrate your daily observation in your
targeted targeted targeted surroundings.
process process process
skills. skills. skills. 1. What happened to the ice cubes when
Time Members do Members Members placed directly under the sun? What do
Managemen not finish on finish on finish ahead you call this process?
t time with time with of time with
incomplete incomplete complete
data. data. data. 2. What happened to the wet
Cooperation Members do Some All
and not members do Members
handkerchief when placed directly under
Teamwork participate not participated the sun? What do you call this process?
in activity. participate in activity.
No in activity. Members
Teamwork. are on task 3. What happened to the water inside the
Neatness Messy Clean and Clean and plastic bag after leaving it in the freezer
and worksheet orderly orderly overnight? What do you call this process?
Orderliness and place workplace workplace
during and with at all times
after occasional during and
activity. mess during after the
and after the activity.
activity.

GROUP 2. Draw or Illustrate.

 What happened to the wet clothes when
placed directly under the sun? What
process did takes place?

GROUP 3.
Give at least three (3) substances/
materials that physical changes can be
observe and identify its changes or
process.
Substance/ materials Changes/Process
1.
2.
3.

-Excellent.

D. Making 1. Learners’ takeaways

Generalizations
-I have here an empty graphic organizer. We -Pupils will demonstrate their learning by
will outline what you have learned in the filling up the graphic organizer that was
lesson. posted on the board.

CHANGES IN MATERIALS
CHANGES IN MATERIALS

PHYSICAL CHANGE
PHYSICAL CHANGE

(Pupils will raise their hand to answer)

-What is Physical changes? - Physical change is a change in state,
size, shape or phase of substance without
changing its chemical composition.

-What are the three (3) process of physical -The three (3) process that we learned are
change that we had learned? Melting, Evaporation and Freezing.

(Pupils will raise their hands to answer)

-Very good. What changes in state are involve -A solid materials turn into liquid when
in melting? exposed in hot temperature.

-How about in Evaporation? What changes -The liquid substance turned into gas.
occurs?

-What changes happen to the substance in -The liquid matter turned into solid.
Freezing process?

-Very good.

-Give me other examples of physical changes

in matter. -A melted candle wax.
-What changes in matter occurs in a melted
candle wax? -Solid to liquid.
-Very good. What else?
 -What changes in matter occurs in a boiled -A boiled water.
water? -Liquid to gas.
-Excellent.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning 1. Formative Assessment

Direction: Read each question carefully.

Encircle the letter of the correct answer.

1. Which of the following is an example of a

physical change?
A. Burning wood C. Melting ice cream
B. Rusting iron D. Baking a cake

2. It is the changes in state of matter where

liquid will eventually turn into gas when
exposed into a hot temperature. What do you
call this process?
A. Melting C. Evaporation
B. Freezing D. Condensation

3.-4 Complete the Illustration. Choose your

answer on the box below.

CHANGES IN MATERIALS

PHYSICAL CHANGES

MELTING
-Solid to liquid

3._____________
-Liquid to Gas

FREEZING
4.____________

Evaporation Condensation liquid to solid

Perspiration gas to liquid

5. List down at least one example of substance

/ material that physical change can be observe.
Choose your answer below then write it on the
box.
Physical Change
5.

a. Burned paper b. melted ice cream

b. rusting iron d. ripe mango
A. Teacher’s Remarks
B. Teacher’s Reflection
Prepared by:

MHEYLYN A. FLORES
Teacher I
Observer:

Maria Theresa D. Evangelista ROSALIE C. MONTEALTO CELEA S. ASTON

Master Teacher II Principal IV Principal I
Div. Kindergarten Coordinator