Subject: Science Grade Level: 4
Unit Topic: Matter Quarter: First Quarter
UNIT STANDARDS
Content Standard: The learners demonstrate understanding of ways of sorting materials and describing them as solid, liquid or gas based on
observable properties.
Performance Standard: The learners should be able to group common objects found at home and in school according to solids, liquids and gas.
LEARNING PLAN
EXPLORE
This unit is about Matter
Consider this question How is matter classified?
LEARNING
COMPETENCY FIRM-UP (ACQUISITION)
LC1: Classify Activity 1 (Word Detect)
materials based on Instructions: Group the given properties listed into intensive and extensive. Write the terms under the
the ability to absorb appropriate columns. Then differentiate intensive property from extensive property.
water, float, sink, Boiling point Volume
undergo decay Color Mass
Luster Size
Learning Target: Hardness Weight
I can classify Pressure Length
materials based on
Intensive Property Extensive Property
the ability to absorb
1. 1.
water, float, sink,
2. 2.
undergo decay
3. 3.
4. 4.
5. 5.
Clickable Links: ([Link]
Screenshot of Online Resource: (to make sure that students are on the right page)
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LC2: Describe Activity 2 (Do It Right!)
changes in solid Instructions: (Refer to your workbook on pages 7-8)
materials when they
are bent, pressed,
hammered, or cut Clickable Links: ([Link]
Screenshot of Online Resource: (to make sure that students are on the right page)
Learning Target:
I can describe
changes in solid
materials when they
are bent, pressed,
hammered, or cut
LC3: Describe Activity 3 (LC3)
changes in properties
of materials when
Instructions: (Refer to your Student reference book on pages 9-10)
exposed to certain
conditions such as Scaffold for TRANSFER 1
temperature or when Activity 3.1 (LC1, LC2)(Triple Venn Diagram))
mixed with other Instructions: (From what you have learned, differentiate the states of matter and plot it in a Triple Venn
materials
Diagram)
Learning Target:
I can describe Clickable Links: ([Link]
changes in properties activity/)
of materials when Screenshot of Online Resource: (to make sure that students are on the right page)
exposed to certain
conditions such as
temperature or when
mixed with other
materials
Scaffold for TRANSFER 2
Activity 3 (LC2, LC3) (Let Us Organize)
Clickable Links: ([Link]
%20Physical%20Change)
Screenshot of Online Resource: (to make sure that students are on the right page)
Self-assessment: (Online or visit activity)
Instructions: To assess your understanding of today's discussion, answer the debrief questions posted. Each
question needs to be answered before you could proceed.
Debrief Questions:
1. On a scale of 1-5 with 5 as the highest, how well do you think you understand today’s lesson?
2. Why?
3. What are your key takeaways from the discussion?
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4. What are the things you have just learned?
5. What has changed from what you previously knew?
6. What more are you curious of?
Interactive Quiz1
Instructions: Access the link and answer the questions.
Link: [Link]
game
Screenshot:
LEARNING DEEPEN (MAKE MEANING)
COMPETENCY
LC4: Identify changes Instruction: Read the following learning materials and fill out the table with the necessary information.
in materials whether GUIDED GENERALIZATION TABLE
useful or harmful to
one’s environment Essential Text 1 Text 2 Text 3
Question
Learning Target: How is matter Answer: Answer: Answer:
I can identify changes classified?
in materials whether
useful or harmful to Supporting Texts: Supporting Texts: Supporting Texts:
one’s environment
Reason: Reason: Reason:
The author is able to
...
Common Ideas in Reasons:
Classifying Matters
Enduring Understanding/Generalization:
The students will understand that in order to classify matter, its physical state and
composition should be considered.
C-E-R Questions:
1. What changes usually occur to different kinds of materials?
2. What idea can support your answer?
3. Why do you say so?
Prompt for Generalization:
1. What are common, recurring and involved among the answers from the three texts?
2. What common characteristics can be observed from all three?
3. Is there a recognizable pattern?
Instruction:
Read the learning materials provided and cull out a generalization from the information being presented
by the materials.
Holistic Rubric for Guided Generalization:
5 – The student had an objective and logical presentation of claims with concrete examples and the
generalization is clearly culled-out and concisely stated. The textual evidence is appropriately cited.
4 – The student presented a clear set of claims with reasons that are logical with a few general examples.
Minor errors were observed from the generalization and a few textual evidences were provided.
3 – The student presented enough claims with logical evidence and a few examples. Significance is
obvious and evidence was cited.
2 – The student attempted to answer, explain or justify but have little significance and minute relations
to the topic being discussed.
1 – No attempt to answer, explain or justify. No relation can be drawn between the generalization and
the original text.
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Learning TRANSFER
Competency
PERFORMANCE Transfer Goal:
STANDARD: The Students on their own and in the long run will be able to group common objects found at
learners should be home and in school according to solids, liquids and gas.
able to group
common objects
found at home and in Instruction:
school according to Make a brochure which contains information about common objects found at home and in
solids, liquids and school according to solids, liquids and gas.
gas.
Performance Task (GRASPS)
Learning Target:
Learning is a life-long process and more than exposing you to classroom-based
I can group common
objects found at learning experiences, we want to prepare you for the bigger task of becoming
home and in school intellectually flexible and responsive individuals. As an active member of your local
according to solids, community, identify problems regarding your environment, specifically environmental
liquids and gas. problems pertaining to proper garbage disposal, 4Rs, etc. Afterwards, using what you
have learned from the discussion, make a brochure about it showing the states of matter.
Plan out the content and details of your brochure. Present the outcome of your brochure
to your local officials and brainstorm with them on a long-term solution to the specified
problem. This is a good opportunity for you to put into practice the principles you have
learned in theory and for your local officials to take concrete, effective and efficient
actions. Your brochure will be evaluated based on organization, ideas, conventions and
graphics.
Rubrics:
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