School Papan Elementary School Grade Level FOUR

Teacher Lilibeth P. Santiago Learning Area SCIENCE

Date & Quarter 4th QUARTER/Week 3
Time

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:
Standards
1. Soil and water resources are needed by plants and animals to live and grow.
2. Characteristics of the weather can be observed and measured.
3. The Sun is a ball of hot gases about 100 times the size of Earth, which radiates
light energy needed by living things.
B. Performance By the end of the Quarter, learners use simple equipment to identify how types of soil
Standards
hold water to support the growth of plants. They use instruments and secondary sources
to measure and describe the characteristics of weather and use the information to make
predictions about weather patterns in their local area. They demonstrate appreciation
for the dangers of extreme weather events and use safe practice to protect themselves if
they are caught in bad weather. Learners use personal observations and reliable
secondary information sources to describe the Sun and explain its importance to life on
Earth.
C. Learning Identify some of the basic characteristics/elements used to describe the weather, such air
Competencies
and Objectives
temperature, air pressure, wind speed, wind direction, humidity, rain, and cloud cover;
and

Objectives:

 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: Appreciate the importance of weather in planning daily activities.

D. Content Understanding Weather

E. Integration Environmental awareness, collaboration, and survival skills development.

GMRC: Cooperation

English: Reading carefully

Health: Taking care of oneself

II. II. LEARNING RESOURCES

Q4_LE_Science 4_Lesson 3_Week 3.pdf

Everyday Science 4 Textbook p. 263-275
Visual aids (pictures of weather instruments and conditions)
Materials: thermometers, wind vanes, rain gauges, drawing materials
References: Videos and online resources
I III. TEACHING AND LEARNING PROCEDURE
IV. PROCEDURES ACTIVITIES ANNOTATIONS

PRELIMINARIES Checking of attendance (Indicator 6)

Applied a range of
 Good morning class! Before we begin our lesson, please successful
strategies that
remind us on the classrooms rules that we should follow once maintain learning
environments that
 the class starts.
motivate learners to
For us to be guided on the things that we are doing today let us all work productively
by assuming
remember the following classroom guidelines. responsibility for
their own learning
Starting with a
https://www.youtube.com/watch?v=iQxK-Ah7has video on classroom
rules sets
expectations for
(Teacher will present through video presentation behavior, helping
Classroom Rules) create a structured
learning
environment. Using
What are the different classroom rules that we must riddles makes the
lesson fun and
follow while having our lesson? engaging,
encouraging
students to
participate actively.

Before we start our new lesson, let’s warm up our minds with (Indicator 1)
A. Activating prior Applied knowledge
knowledge some riddles about weather-related elements and bodies of water. of content within
and across
Listen carefully, and let’s see who can guess the answers! curriculum
Mind and Mood teaching areas

(Review): Bodies of Water: Interactive PPT The riddles

integrate Science
(bodies of water and
weather-related
elements) with
English (riddle
comprehension and
vocabulary). This
cross-curricular
approach helps
students connect
ideas across
subjects.

COI 2: Ensure the

Positive Use of ICT
to Facilitate the
Teaching and
Learning Process
Riddles Presentation: (PPST Indicator
1.3.2) (obj 3)
 Riddle 1: "I'm vast and deep, with waves that roar, creatures
within, a watery floor. From ocean to ocean, my reach is
wide. What am I, where tides reside?" The use of an
o Answer: The Sea or Ocean interactive PPT to
present riddles
about bodies of
 Riddle 2: "I twist and turn, a winding spree, through valleys water leverages
technology
deep, I find my way to the sea. Rushing and gushing, with effectively. It
power untamed, in canyons or meadows, I'm always named." enhances
understanding by
o Answer: River combining visual
elements with verbal
cues, making
 Riddle 3: "I'm not a lake, yet I'm not the sea. A body of water, abstract concepts
quite smaller you see. Surrounded by land, with shores all more concrete and
engaging.
around, in a tranquil setting, where stillness is found."
o Answer: Pond

 Riddle 4: "I'm not solid, yet I'm not vapor, reflecting the sky,
like a clear mirror. Sometimes frozen, sometimes in flow, on
mountains high or valleys low."
 o Answer: Lake

 Riddle 5: "I'm salty and vast, with waves that play, where
ships set sail and dolphins sway. Coral reefs hide in my
embrace, a vast expanse, a salty space."
o Answer: The Ocean

Very good!
Indicator 6: Applied
B. Establishing a range of successful
Lesson Purpose Motivation strategies that
Teacher will show a picture. maintain learning
environments that
Aims Interactive PPT Jumble bubble game: motivate learners to
The pupils will guess the hidden word, based from the given set of work productively
by assuming
pictures. responsibility for
their own learning.

By asking students
about their personal
experiences with the
weather, the teacher
makes learning
relatable and
engaging. This
approach
encourages
participation and
helps students take
responsibility for
their own learning.

Indicator 2.
Ensured the positive
use of ICT to
facilitate the
teaching and
learning process

Class, have you ever wondered why some days are sunny and warm, COI 2: Ensure the
while others are rainy and cool? That’s all because of the weather! Positive Use of ICT
to Facilitate the
Teaching and
Now, let's talk about the weather. Can you share what kind of weather Learning Process
(PPST Indicator
you’ve seen recently? What was it like? 1.3.2) (obj 3)
Today, we’ll learn about what weather is, its different conditions. But
The integration of
before that, let us read a short selection: an interactive PPT
But before we read, what are the different rules again when game utilizes digital
tools effectively to
reading? (Pupils will give) engage students
Reading the story by the teacher and the pupils visually and
intellectually,
The Sun and the Cloud making the abstract
The flowers are in bloom and the sun is in the sky.”Haaayyy.. It’s concept of weather
more accessible.
hot! I like the sun” said the other flowers
“ Me, too, said the other one also Indicator no. 4
Used effective
Suddenly a big cloud appear… then the rain. “Wow! it’s water, I verbal and non-
like the rain, me too,” said the flowers verbal classroom
communication
“Ohhh, the sun is angry, said the cloud strategies to support
Sun, sun, sun, go away the flowers like me,” said the cloud. learner
understanding,
“Sun, sun, sun, please stay, we need and like you”, said the participation,
flowers engagement and
achievement
“ Cloud, cloud, Please stay, we like you too!” said the flowers
Thank you flowers said the cloud and the sun
The sun and the cloud are now happy. They stay in the sky
 together.
After the rain, a beautiful rainbow appears, Oh, no rainbow,,, it’s
beautiful, fantastic, said the flowers
Comprehension Check-up
What is the short selection all about?
Who are the characters in the story?
Who like the sun? cloud? Why?
Why do you think the cloud drive away the sun?( Show the action of
drive away) Indicator no. 4
If you were the cloud, would you do the same? Why? Used effective
What is the characteristic of cloud? sun? Do you like their verbal and non-
verbal classroom
characteristic? Why? communication
What if it looks like this, would you want to stay with the sun or the strategies to support
learner
cloud? understanding,
participation,
engagement and
achievement

Indicator 7. Design,
adapt and
implement teaching
strategies that are
responsive to
learners with
disabilities,
giftedness and
talents

C. Developing and (I will show you pictures)

Scaffolded
Deepening What weather condition do you see in each picture? Can you Learning:
Understanding describe how it feels or looks? ( Showing pictures) The lesson scaffolds
learning by starting
with simple
concepts
(identifying weather
Tasks and Thought conditions) and
gradually
introducing more
complex ideas (e.g.,
weather tools and
Sunny Windy their functions).
This aligns with
Vygotsky’s Zone of
Rainy Proximal
Development, which
emphasizes the
. importance of
building on prior
knowledge.
Cloudy
 Encourage students to share their experiences during these
Indicator number
conditions. 8.
Planned and
delivered teaching
 Is it good to play under the rain? What happens to us if we strategies that are
play longer under the rain? under the sun? What if theres a responsive to the
special needs of
strong typhoon or storm? What will you do now? learners in difficult
 circumstances

What is Weather?
Annotation: Scaffol
Weather is a fascinating and dynamic aspect of our environment ding ensures that all
learners, including
that greatly influences our daily lives. In the Philippines, a tropical those who may need
archipelago located in Southeast Asia, weather patterns are diverse additional support,
can follow the
 lesson and achieve
the learning
and can vary significantly from region to region. Understanding the objectives.
weather is crucial for various activities such as agriculture, tourism,
and disaster preparedness. COI 4: Effective
Verbal and Non-
Verbal Classroom
Group activity (Puzzle) Communication
Strategies (PPST
Indicator 1.7.2) (obj
5)
Setting the standards while doing the activity
Through both verbal
The group who will finish first will win interactions
(thought-provoking
"Arrange the puzzle of pictures of different weather conditions— questions, clear
sunny, rainy, cloudy, and windy. and identify each one?" instructions) and
non-verbal cues
(visual aids,
gestures), the
teacher effectively
communicates
complex ideas,
ensuring that all
students are
involved in the
learning process.

Indicator 5.
Mainained
supportive learning
environments that
nurture and inspire
learners to
particitpate,
cooperate and
collaborate in
(sunny, rainy, cloudy, windy continued learning.

COI 6: Maintain
Basic Characteristics of Weather Supportive
Learning
Environments That
Now let’s talk about the basic characteristics of weather: Nurture and
temperature, wind speed, and humidity. These are important elements Inspire Learners
(PPST Indicator
that help us describe and understand the weather. Let’s begin by 2.4.2) (obj 6)
looking at some visuals.
The differentiated
group activities and
interactive
discussions create
an atmosphere of
[Show visuals or multimedia of sunny, windy, and humid weather collaboration and
conditions.] support, inspiring
learners to
participate,
cooperate, and
build on each
other’s ideas.

Indicator 6: Applied
a range of
successful strategies
that maintain
learning
environments that
motivate learners to
work productively
Look at these pictures. by assuming
responsibility for
their own learning.
Can you describe what you see? How do they feel?
The lesson
encourages active
Let’s focus on these terms: temperature, wind speed, and participation
through hands-on
humidity. Temperature tells us how hot or cold it is. Wind speed activities,
discussions, and
measures how fast the wind is blowing. Humidity tells us how much presentations.
moisture is in the air.
Indicator 1: Applied
knowledge of
These are some characteristics of weather : content within and
across curriculum
teaching areas.
(Pupils will show the characteristics)
The lesson
• Air temperature: hot, warm, cool, cold integrates Science
(weather concepts,
• Air pressure: high pressure, low pressure tools, and their
• Wind speed: calm, breezy, windy, gusty importance) with
literacy (describing
• Wind direction: north, south, east, west weather, writing
• Humidity: dry, humid reports) and Social
Studies (weather’s
• Rainfall: light rain, heavy rain, drizzle impact on daily life
• Cloud cover: clear skies, partly cloudy, cloudy, overcast and occupations).

Indicator 8:
Observing and Interpreting Weather Planned and
delivered teaching
strategies that are
responsive to the
special educational
"To better understand weather, we need tools. Have you seen a needs of learners in
thermometer, wind vane, or hygrometer before? These are tools difficult
circumstances.
scientists use to measure weather."
The variety of
activities ensures
[Hold up each tool or show pictures and explain briefly.] that all students,
( Teacher will explain each tools) regardless of
background or
ability, can
participate and
succeed.

 "A thermometer measures temperature. It

tells us how hot or cold it is. For example, 25°C is warm,
while 10°C is cool." Indicator 3: Used a
range teaching
strategies that
enhance learner
achievement in
literacy and
numeracy skills.
 "A wind vane shows the direction of the
wind. It tells us if the wind is coming from the north, south,
 east, or west."
 Anemometer- a device used to measure wind speed,
often employing rotating cups or blades that spin
faster as the wind speed increases.

 "A hygrometer measures humidity, or how

much water is in the air. High humidity means the air feels
sticky or moist."
  A Barometer a device that measures air pressure. It indicates
whether the pressure is rising or falling.

 A Rain Gauge measures the amount of rainfall. It is open

container that is usually placed in an open area to collect water

Indicator 5.
Mainained
Importance of Weather in Daily Life ( GMRC Integration) supportive learning
environments that
nurture and inspire
learners to
particitpate,
"Why do you think weather is important in our daily lives? How does cooperate and
it affect us? collaborate in
continued learning.

[Facilitate a brief discussion and list students’ ideas on the board, Indicator 7: Design,
such as choosing clothes, deciding activities, or staying safe adapt, and
implement teaching
during storms.] strategies that are
responsive to
learners with
Importance of Studying Weather disabilities,
giftedness, and
talents.
"Why is it important to study the weather? How does it
help farmers, travelers, or even students like you?" The differentiated
group activities
cater to different
o Highlight examples (e.g., disaster preparedness, learning styles—
farming). visual (drawing,
charts), auditory
(discussions,
Differentiated Group Activity presentations), and
kinesthetic
(matching, acting).
Group 1: Weather Artists
Indicator 3: Used a
range of teaching
 Task: Draw or color pictures showing different weather strategies that
enhance learner
conditions (e.g., sunny, rainy, windy). achievement in
 Activity: Work together to label their drawings with simple literacy and
numeracy skills.
descriptions (e.g., “Sunny: The sun is shining”).
 Output: Present their weather chart to the class by pointing to
the pictures and describing the weather.  Weather
Planners and
Weather Tools
 Group 2: Weather Planners Experts involve
matching activities,
which enhance
 critical thinking
and basic numeracy
 Task: Match different weather conditions with suitable skills (categorizing,
activities. comparing weather
conditions, and
 Activity: Use a matching worksheet or pictures (e.g., "Sunny understanding
= Play outside," "Rainy = Use an umbrella"). temperature
readings).
 Output: Share their matching pairs with the class and explain
why the activities fit the weather.  The use of
charts, visuals, and
real-world
examples supports
both reading
comprehension and
numeracy, helping
students connect
abstract concepts
(like humidity and
wind speed) to
everyday
experiences.

 Group 3: Weather Tools Experts

 Task: Match pictures of weather tools (e.g., thermometer, rain

gauge) with their names and what they measure.
 Activity: Use simple flashcards and discuss as a group.
 Output: Explain one weather tool and how it is used in one or
two sentences (e.g., “A thermometer measures temperature”).

D. Making Learners’ Takeaways:

Generalization
On your bookmarks, write down what you learned about weather
today.

Abstractions
 Reflection Activity:

o Learning Bank Template:

 "Fill out this learning bank sheet: ‘What I
learned’ and ‘How I can use it.’ Let’s share
our answers with a partner or the class."

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S

REFLECTION
E. Direction: Read each question carefully. Encircle the letter of the
Evaluating correct answer.
Learning 1. What is weather?
A. The study of rocks and minerals
B. The state of the atmosphere at a specific time and place
Tools for C. The study of earthquakes
Assessment D. The study of ancient civilizations

2. Why is studying weather important?

A. It helps predict the stock market
B. It aids in understanding climate change
C. It improves cooking techniques
D. It assists in solving mathematical problems

3. Which of the following is NOT a basic characteristic of

weather?
A. Air temperature C. Wind speed
B. Ocean currents D. Humidity

4. Air pressure is:

A. The weight of air above a particular point
B. The measure of oxygen concentration in the air
C. The force exerted by clouds
D. The density of air molecules in a specific area
5. Wind speed is measured with:
A. A barometer C. A hygrometer
B. A thermometer D. An anemometer

Homework :Record the weather outside by observing whether it is

sunny, cloudy, or rainy. Use a thermometer to measure and record
 the temperature.

Share their observations with the class using a simple chart. Below
is the weather chart that will help you describe the weather
condition by simply observing its elements. Write your answer on
the First column.

F. Teachers Remarks Note observations on Effective Practices Problems Encountered

any of the following
areas:
Annotations
strategies explored

materials used
learner engagement/
interaction

others
G.Reflection Reflection guide or prompt can be on:
Gaps and • principles behind the teaching
gains What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

• students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

• ways forward
What could I have done differently?

What can I explore in the next lesson?

Prepared by:

LILIBETH P. SANTIAGO
Teacher 3

Observed by:

NANCY M. PASCUAL
 Head Teacher 3

Annotations for NCOI Objective 2:

Objective: Used research-based knowledge and principles of teaching and learning to enhance professional
practice.

Relevance and Responsiveness to Learners' Needs:

1. Engagement through Riddles and Interactive Activities:

o The lesson begins with weather-related riddles and an interactive PPT game, which aligns with
research-based practices that emphasize the importance of engaging learners through curiosity and
play. This approach is responsive to diverse learning styles, particularly for visual and auditory
learners, and helps activate prior knowledge.
o Annotation: The use of riddles and interactive games fosters engagement and makes the lesson
accessible to all learners, including those who may struggle with traditional lecture-based instruction.
It also encourages participation from students with varying levels of confidence.
2. Differentiated Group Activities:
o The lesson incorporates differentiated group tasks (Weather Artists, Weather Reporters, Weather
Planners, and Weather Tools Experts) that cater to multiple intelligences and learning preferences.
For example:
 Visual learners benefit from drawing and labeling weather conditions.
 Kinesthetic learners engage through hands-on activities like matching weather tools.
 Verbal-linguistic learners thrive in the Weather Reporters group, where they practice
speaking and describing weather conditions.
o Annotation: Differentiation ensures that all learners, regardless of their abilities or interests, can
participate meaningfully. This approach is responsive to the diverse needs of the classroom and
promotes inclusivity.
3. Use of Visuals and Real-World Connections:
o The lesson integrates visuals (pictures of weather conditions, tools like thermometers, and
multimedia) to support understanding. This aligns with research on the effectiveness of visual aids in
enhancing comprehension and retention.
o Annotation: Visuals and real-world examples (e.g., discussing how weather affects daily life) make
the content relatable and accessible, particularly for learners who may struggle with abstract
concepts.
4. Scaffolded Learning:
o The lesson scaffolds learning by starting with simple concepts (identifying weather conditions) and
gradually introducing more complex ideas (e.g., weather tools and their functions). This aligns with
Vygotsky’s Zone of Proximal Development, which emphasizes the importance of building on prior
knowledge.
o Annotation: Scaffolding ensures that all learners, including those who may need additional support,
can follow the lesson and achieve the learning objectives.
5. Reflection and Application:
o The reflection activity (Learning Bank Template) encourages students to articulate what they learned
and how they can apply it in real life. This promotes metacognition and helps learners connect the
lesson to their personal experiences.
o Annotation: Reflection activities are research-based strategies that deepen understanding and make
learning more meaningful. They also allow teachers to assess student comprehension and adjust
instruction as needed.
6. Cultural and Contextual Relevance:
 oThe lesson includes a discussion of weather in the Philippines, making the content culturally relevant
and responsive to the students' lived experiences. This approach aligns with research on culturally
responsive teaching, which emphasizes the importance of connecting lessons to students'
backgrounds.
o Annotation: By incorporating local examples, the lesson ensures that all learners, including those
from diverse cultural backgrounds, can relate to the content and see its relevance to their lives.
7. Collaborative Learning:
o Group activities encourage peer-to-peer learning and collaboration, which are research-based
strategies for enhancing understanding and social skills.
o Annotation: Collaborative learning fosters a sense of community and allows students to learn from
one another, making the lesson more inclusive and responsive to the needs of all learners.

This lesson plan demonstrates a strong alignment with NCOI Objective 2 by incorporating research-based
strategies such as differentiation, scaffolding, visual aids, and culturally responsive teaching. It is highly
responsive to the needs of all learners, ensuring that each student can engage with the content in a way that suits
their learning style and abilities.