4

Lesson Exemplar Quarter

Quarter 4
Lesson 1 1
Lesson

for Science 6
for Science
Lesson Exemplar for Science 4
Quarter 4: Lesson 6 (Week 6)
S.Y. 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:
Kathleen Mallorca Morales, PhD (Xavier University)

Validator:
• Dr. Randel D. Estacio (Quezon City University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
SCIENCE (EARTH AND SPACE SCIENCE) / QUARTER 4 / GRADE 4

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 hold water to support the growth
Standards 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 Learning Competencies

Competencies 1. identify some of the basic characteristics/elements used to describe the weather, such air temperature, air
and Objectives pressure, wind speed, wind direction, humidity, rain, and cloud cover; and
2. use weather instruments to measure and record some of the characteristics of weather during a school day.

C. Content Describing poor and extreme weather conditions

• Typhoon
• Heavy Rainfall
• Extreme condition
Safety Precautions During Poor or Extreme Weather Conditions

D. Integration ● Environmental awareness (Environmental Literacy)

● Collaboration
● Development of survival skills

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II. LEARNING RESOURCES

Quintana, J. R. (2019). Elementary Science Explorer 4. Quezon City: PSICOM Publishing Inc.
Real Life Science 4 Quezon City, Philippines. Eight Printing 2020 Abiva Publishing
https://youtu.be/QVZExLO0MWA (This YouTube video will give learners information on examples of extreme weather and what qualifies it to
be considered an extreme weather condition)

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 (50 MINUTES) Considering that during

Knowledge the prior week, learners
Explicitation (10 minutes) monitored the weather for
the week using their
You may invite the learners to read the sentences inside the box. improvised weather
Weather can change from day to day. One day the weather may be hot and instruments, this initial
sunny. The next day, it may be cool and rainy. activity links the current
lesson with the previous
The meteorologist has access to different weather conditions; thus they one.
can best prepare themselves.
Let the learners read the
Ask them if they agree with the statements. Continue by saying, statement inside the box.
“For us, we need to observe daily weather to know how the day will go. Ask them if they agree with
Let us look outside and check what the weather is today. the statements. They are to
Let us check our Weather Report for the Day. Let us recall the weather show their thumbs up if
Instruments used to gather information to measure it.” they do.

Then continue saying the

next statements.

Tell them, “With your

Learners work with the same grouping they had last week to answer the Table group, complete the given
below. table for the weather

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 recording for the day.”
Element of Weather Weather Tools Current Condition

Temperature Discussion Questions:

Use the Weather Monitoring
Clouds Chart of the previous week as
Visuals and have the learners
Sun answer the Discussion
Question.
Wind
Instruct the learners to work
Precipitation with their group to discuss their
answers to the Discussion
Discussion Questions: (Group activity) Questions.
1. If we are to consider the weather last week, how was it?
2. What do you think will the weather be like next week? Suggested prompts may
include:
What can you say about the
This week, we will list some safety precautions we need to consider to keep temperature last week?
ourselves safe from possible harm brought about by the weather. Has it been Cloudy?
What about the Sun?
We will also look into some extreme changes in the weather and the
How was the Wind condition?
disturbances this may cause us and how we are to prepare for these extreme
Did it rain?
weather conditions.
Tell the class about what they
will be discussing for the week.
You can say the statements
indicated inside the box.

B. Establishing 1. Lesson Purpose Share with the learners the

Lesson Purpose At the end of the week, learners are expected to: objectives of the week and allow
a. describe poor and extreme weather conditions them to clearly understand the
b. discuss the importance and Practice of Safety Precautions tasks expected of them.
c. make personalized guidelines during extreme weather.

2. Unlocking Content Area Vocabulary (5 minutes) Pair Work Learners work in pairs to
You are given 5 minutes to answer a Matching Type quiz. Work with a partner to answer the Matching type

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 do this. Write the letter of the correct answer on a piece of paper. activity.

Column A Column B
1. It is a powerful electrical discharge A. Tornado Answer Key
made during a thunderstorm. B. Drought 1. C
C. Lightning 2. D
2. Storms with high winds and heavy D. Typhoon 3. B
rain start as tropical storms that E. Flooding 4. F
form over warm ocean waters. 5. A

3. An act of nature occurs when an

area doesn’t receive enough rainfall,
drying up rivers and lakes, killing
trees and ruining crops.

4. An act of nature that occurs when

too much rain forces streams,
rivers, and lakes to overflow.

5. It is a fast-spinning column of air

that stretches from a thunderstorm
cloud in the sky down to the earth’s
surface.

C. Developing and DAY 2 (50 MINUTES) For this day, you will discuss
Deepening the meaning of Extreme
Understanding SUB-TOPIC 1: What are poor and extreme weather conditions? weather and identify some
examples.
1. Explicitation (10 minutes)
Prepare the materials needed
Ask learners the question: for the session:
What happens when the measurement of the elements of weather becomes • Picture or projection of
extremely high and or extremely low? extreme weather poster.
• Projection of the YouTube
These are considered extreme weather. These are weather with measures Video
outside of normal patterns. https://youtu.be/QVZExLO

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 0MWA
Let the students work in pairs (same partner as that of the Vocabulary activity) to • Printed answer sheets for
answer the task. the quiz. (1-5)

Which of the following are considered extreme weather? ANSWER KEY:

1. Forest fire
2. Flooding/Typhoon
3. Cyclone
4. Freezing
5. Drought

The teacher then asks, “What

about the other examples in the
picture? Why are they not
considered extreme weather
conditions?”

Allow learners to share their

answers.

The teacher discusses the correct answer and asks learners if there are
those they have experienced which were not included in the list.

VIDEO FUN (30 minutes)

For this part of the lesson, show the class a video from YouTube describing In the Video Fun activity,
Extreme Weather and its examples. Prior to the viewing, let the students read and prepare the video and give the
take note of the following guide questions: learners the instructions to
watch the video and answer the
Link to the video: https://youtu.be/QVZExLO0MWA questions/activity provided.

WHATEVER THE WEATHER! (10 minutes) To have the video played, copy
Instruction: Identify the Extreme weather described in each item. the link in a YouTube website

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1. It is a fast-spinning column of air that stretches from a thunderstorm cloud in and play.
the sky down to the earth’s surface.
2. Storms with blowing of falling snow, high winds, and cold temperatures. Answer Key
3. Storms with high winds and heavy rain which start as tropical storms that 1. Tornado
form over warm ocean waters. 2. Blizzard
4. An act of nature that occurs when too much rain forces streams, rivers, and 3. Typhoon
lakes to overflow. 4. Flooding
5. An act of nature occurs when an area doesn’t receive enough rainfall, drying 5. Drought
up rivers and lakes, killing trees and ruining crops.
Sample answers:
What two questions do we need to ask to know if the weather is extreme? 1. Does it put people and
1. __________________________________________________________________ property at risk?
2. __________________________________________________________________ 2. Does it have a major impact
on the biosphere and
Why is it important for us to learn about extreme weather? geosphere?
________________________________________________________________________
________________________________________________________________________ Summarize the answers they
________________________________________________________________________ gave for the WHY question.

DAY 3 (50 MINUTES)

LET’S INVESTIGATE (10 minutes) Allow the learners to use their
gadgets to find answers to the
Learners are grouped with 3 members and will be assigned to research one assigned topic. They are
extreme weather. They will be asked to complete the data of a table that requires encouraged to work as a team
them to: and divide the tasks among the
a. Describe the extreme weather group members.
b. The international symbol for assigned extreme weather
c. Causes of the extreme weather Once they are done with the
d. Places which are prone to this calamity task, learners will assign a
e. Origin of the extreme weather (Land, Air, Water) reporter who will share the
findings of the group.
Let the students fill the table below: For every extreme weather
report, the teacher clarifies the
Name of extreme weather
covered topics and queries.
Description/definition

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 International Symbol

Causes of the Extreme weather

Places which are prone to this

extreme weather

Origin of the Extreme weather

(land, air or water)
You will summarize the answers
given by the students.
For the answers to the activity, refer to the Worksheet Activity 6.1 titled “Let’s
Investigate”.
Instructions:
1. Students can use their own gadgets to find answers to the assigned topic.
2. They are encouraged to work as a team and divide the tasks among the
group members.
3. Once done with the task, they will assign a reporter who will share the
findings of the group.

REPORTING OF THE FINDINGS (10 minutes)

Each group will share their findings with the class and the teacher then discusses
the answers.

ASSIGNMENT
Learners will research the general safety precautions to consider daily. Then
For the assignment, the same
consider also those for extreme weather.
group will research the safety
Learners may search for a YouTube video/other online sources which help them
precautions related to extreme
understand extreme weather and safety precautions.
weather conditions.
DAY 4 (50 MINUTES)

SUBTOPIC 2: Danger of Extreme Weather and Safety Precautions

The teacher gives a summary of
the game as a review of the
Activity: Pinoy Henyo (5 extreme weather)
different extreme weather
Instructions:
conditions.
1. The class will be divided into two groups. Each group will be given a turn to
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 have their representative guess the extreme weather for them. The group with
the highest number of correct guesses will be the winner.
2. A word (extreme weather) is placed on top of the guesser's forehead. The goal of
the game is to correctly guess the word in under two minutes. The word-guesser
must ask a series of deductive questions that become more specific over time,
while the other player must only reply with "Oo" (yes), "Hindi" (no), or "Pwede"
(maybe/possibly).

Activity: The Dangers of Extreme Weather (20 minutes)

“Paint Me a Picture” Divide the class into 5 groups.
Instructions: Ask a representative to draw
1. The class will be divided into 5 groups and will be randomly assigned one danger one danger of extreme weather.
of extreme weather. They are given five minutes to plan and paint a picture of a. High/violent winds and
the assigned danger. flying debris
2. Each group needs to make sure their PICTURE portrays a clear description of b. Heavy rainfall and potential
the different dangers. After each presentation, the teacher will guide the class for landslides
to do the following: c. Dehydration and heat-
a. guess the danger being portrayed; related illnesses
b. enumerate which extreme weather may cause the danger; and d. Flash floods and high-water
c. list at least 3 precautionary measures for each rise
e. Destruction of structures
The flow will continue until all 5 groups have depicted their picture. and landscapes

Once assigned, they are given

five minutes to plan and paint a
picture of the assigned danger.

Possible answers for this Paint

Me a Picture Activity are
presented below the
Assessment part of this guide.
You may tell the class, “Now that we have identified some dangers brought about
by extreme weather, let us look at some safety precautions to help us.” Say, “Here are sets of
precautionary measures,
Activity: Connect the Precaution to address the danger (5 minutes) identify which extreme weather
Given the following Safety Practices, identify the extreme weather. may these be applicable.”

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Refer to Worksheet 6.2 titled, “Connect the Precaution to the Extreme Weather”
Instruct the learners to go to
A. ______________________ Worksheet 6.2 titled, “Connect
a. Evacuation procedures the Precaution to the Extreme
b. Securing outdoor items and windows Weather” and answer
c. Finding a safe shelter (individually) for 5 minutes.

B. ______________________ After they have answered the

a. Staying hydrated and avoiding strenuous activities worksheet, the teacher
b. Creating a cool environment at home discusses with the learners the
c. Checking on vulnerable individuals, such as the elderly answer.

C. ______________________ Possible answers:

a. Identifying safe locations (basements, storm shelters) A. Flooding, Typhoon
b. Taking shelter in interior rooms or hallways B. Heat Wave/Drought
c. Avoiding window C. Tornado
D. Flooding, Typhoon
D. ______________________
a. Monitoring local water levels and evacuation orders
b. Avoiding flooded areas and swift-moving water
c. Evacuating to higher ground if necessary

Now that we are done answering the Worksheet, let us discuss your answers.
These are only some of the extreme weathers we experience in the Philippines. There are
more from other parts of the world. By this time, we already have some ideas on how to The teacher summarizes the
keep ourselves safe during these events. lesson by saying the statements
However, extreme weather may not be an everyday thing for this may happen occasionally. inside the box.
The daily experience we have is with the challenges that we face when there are weather
changes.
Thus, there is a need for us to be prepared.

In your sheet of paper, give at least three reminders you want to give yourself as
safety precautions related to weather.
Ask the learners to take at least
After the learners have written their safety precautions, the teacher then presents three safety precautions they
the safety guidelines to the class. remind themselves of.

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 Safety Precautions related to weather
Develop a habit of listening to weather forecasts. After the presentation of each
Dress according to the weather guideline, ask them if they have
Always bring protective caps, umbrellas, and raincoats. considered similar precautions
Avoid staying under the heat of the sun from 10:00 to 4:00 daily. in their list.
Do not play outdoors during heavy rain.
If you are outdoors and hear the sound of thunder, get indoors as NOTE: When discussing this
soon as you can. part, ask the why question after
If flooding has taken place, avoid flooded areas and never walk in each and allow learners to give
flooded areas. their reasons. We can also
encourage them to add more as
applicable to their context.
Activity: My Personalized Guidelines: (15 minutes)
Instructions:
1. Learners will make his/her personalized guidelines. My Personalized Guidelines
2. They can make a creative presentation of their guidelines. This can be in the This activity may not be
form of a jingle, poem, dance steps or a song. finished during the session.
3. They will make an action plan for them to share their output with their family This can be an extended
and relatives. work/task which can be
considered a summative
Refer to Worksheet 6.3 titled My Personalize Guidelines/Precautionary Measures assessment.
for this activity.

Possible Answers to the Dangers of Extreme Weather:

1. Typhoon
Danger Precaution:
● Flash floods and high-water rise ● Stay updated with the weather alert
● Potential for landslides ● Prepare for evacuation when there is
● Violent rain & flying debris advice
● Have the Flood Kit Ready
● Evacuation procedures
● Securing outdoor items and windows
● Finding a safe shelter
2. Drought (El Nino)
Danger Precaution
● Dehydration and Heat-related ● Stay under shade to prevent sunburn

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 illnesses ● Keep self-hydrated
● Scarcity of Water ● Wise usage of water
● Danger of Heat Stroke ● Staying hydrated and avoiding strenuous
● May cause fire or forest fires activities
● Creating a cool environment at home
● Checking on vulnerable individuals, such
as the elderly
3. Tornado
Danger Precaution
• High/violent winds and flying • Identifying safe locations (basements,
debris storm shelters)
• Destruction of structures and • Taking shelter in interior rooms or
landscapes hallways
• Avoiding windows and doors
4. Forest Fires
Danger Precaution
● Dehydration and heat-related ● Stay informed through weather
illness forecasts and alerts
5. Heavy Rainfall
Danger Precaution
• Monitoring local water levels ● Stay informed through weather
and evacuation orders forecasts and alerts
• Avoiding flooded areas and ● Evacuation procedures
swift-moving water ● Securing outdoor items and windows
• Evacuating to higher ground ● Finding a safe shelter
if necessary

D. Making Instruct the learners to make a

Generalizations short video to explain the
graphic organizer they made for
the generalization part.

Ask the learners to share with

their seatmate about three
sentences of their answer to
these questions:

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 https://bookcreator.com/2023/06/10-best-graphic-organizers-for-teachers/ 1. In what way will the learning
you have for this lesson help
1. Learners’ Takeaways you and your family?
Ask the students to use the graphic organizer in the above activity. They will explain 2. Why is it important to share
the lessons they have learned this week through a short video. this with others?

2. Reflection on Learning Over the weekend, they share

Instructions for the learners: the video they made with their
1. Answer the question in three sentences only as you share this with your family member/s.
seatmate, “In what way will the learning you have for this lesson help you
and your family? Why is it important to share this with others?”
2. Share the video you made with a family member and ask them if this has
been helpful to them.

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

A. Evaluating FORMATIVE ASSESSMENT Answer Key:

Learning Answer the following: 1. b) Weather that is unusual
1. What is extreme weather? It is a weather that _____________. and dangerous
a. is always the same 2. c) Stormy Day
3. b) Stay indoors and avoid
b. is unusual and dangerous
metal objects
c. only happens in spring
4. c) In a basement or storm
d. is predicted easily shelter
2. Which of the following is an example of extreme weather? 5. a) A lot of rain falling quickly
a. Sunny day or a river overflowing
b. Rainy day 6. a) Earthquake
c. Stormy day 7. b) Stay indoors and close
d. Cloudy day windows and doors
3. What should you do during a thunderstorm? 8. b) A snowstorm with strong
a. Go outside and play winds and low visibility
9. b) By staying informed and
b. Stay indoors and avoid metal objects
following safety instructions
c. Fly a kite

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 d. Use a metal umbrella 10. d) Flooding
4. What is the safest place to be during a tornado?
a. In a car
b. Under a tree
c. In a basement or storm shelter
d. Near a window
5. What causes a flood?
a. A lot of rain falling quickly or a river overflowing
b. Too much sunshine
c. People watering their gardens
d. A lack of trees
6. Which of the following is NOT a form of extreme weather?
a. Earthquake
b. Tornado
c. Drought
d. Flooding
7. What should you do if there's a wildfire nearby?
a. Go for a walk
b. Stay indoors and close windows and doors
c. Light a campfire
d. Water your garden
8. What is a blizzard?
a. A type of rainstorm
b. A snowstorm with strong winds and low visibility
c. A strong heavy rain
d. A fast-spinning column of air
9. How can we stay safe during extreme weather events?
a. By ignoring weather warnings
b. By staying informed and following safety instructions
c. By going outside to take pictures
d. By wearing sunglasses at all times
10. Which of the following is an act of nature that occurs when too
much rain forces streams, rivers, and lakes to overflow?
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 a. Hurricane
b. Tornado
c. Blizzard
d. Flooding

A. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

Others

B. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
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?

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