School: TAGOLOAN CENTRAL SCHOOL Grade Level: 4

Special Science Elementary School Teacher: MICHELLE B. BALABA Learning Area: SCIENCE
Curriculum Teaching Dates and Time and JUNE 16 – 20, 2025 (WEEK 1) 1
Section 07:50:08-50AM (EISNTEIN)
10:45-11:45AM (EULER) Quarter:
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should demonstrate understanding of grouping different materials based on their properties.
Standards

B. Performance The learners should be able to recognize and practice proper handling of products.
Standards

C. Learning Classify materials based on the ability to absorb water, float, sink, and undergo decay.
Competencies
and Objectives
D. Content Materials that Absorb Water, Float, Sink, and Undergo Decay

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Materials: Materials: Materials: Materials Weekly test
•Samples: sponge, cotton ball, * Clear basin or tub with water *Clear basin or large container *Samples of materials that
paper towel, plastic bag, *Objects: plastic spoon, stone, filled with water undergo decay (e.g., fruit peels,
aluminum foil, cloth, wax paper coin, pencil, rubber band, wood *Various objects/materials such bread, leaves)
•Water, droppers or spoons block, plastic cup, metal key, as: metal spoon, coin, stone, *Samples of materials that do not
•Activity sheets paper clip, eraser, foam piece, toy paper clip, rubber band, plastic decay easily (e.g., plastic, metal,
 PPT boat toy, wood block, pencil, eraser, glass)
*Worksheets/activity sheets balloon *Transparent cups or containers
*Chart paper and markers *Worksheets for recording *Soil
*PPT observations *Water
*PPT *Plastic wrap and rubber bands
*Observation sheets or science
journals
*PPT
1. Elicit 1. Elicit 1. Elicit 1. Elicit
Teacher Prompt: Display a variety of objects on a Teacher asks: Teacher asks:
“Have you ever spilled water at table. “Can you name some materials or “What happens to leftover food
home? What did you use to clean objects you think will sink if or fallen leaves if we leave them
it up? Why do you think that Prompt: placed in water? Why do you outside for a long time?”
material worked?” “Which of these objects do you think so?”
think will float if we put them in Purpose: Purpose:
Purpose: water? Why?” Activate students’ prior Activate prior knowledge and
Activate prior knowledge and knowledge and ideas about gather students’ ideas about
gather students’ ideas about Purpose: sinking. decay and rotting.
materials that absorb water Draw out students’ ideas and
experiences with floating and Use real objects on the table to Encourage students to share
sinking help students identify and experiences with spoiled food or
discuss. decomposing leaves.
2. Engage 2. Engage 2. Engage 2. Engage
Demonstration: Demonstration: Demonstration: Demonstration:
Show a quick demo: Pour water Teacher places a wood block and Teacher drops a metal spoon and Show two samples: a fresh fruit
on a paper towel and on a plastic a coin in the water. One floats, a plastic toy into the water basin. peel and a plastic wrapper. Ask,
bag. Ask, “What do you notice? one sinks. “Which one do you think will rot
Which material absorbs the Ask: or decay? Why?”
water, and which does not?” Discussion: “What happened to the spoon?
“What did you notice? Why do What about the plastic toy? Discussion:
Discussion: you think the wood floats but the Which one sank? Which one Let students predict and discuss
Let students share their coin sinks?” floated?” what decay means and what
observations and predictions Encourage students to share causes it.
about other materials. their thoughts and hypotheses Encourage students to observe
carefully and share their
thoughts.
3. Explore 3. Explore 3. Explore 3. Explore
Group Activity: Group Activity: Group Activity: Group Activity:
In groups, students test different Divide students into small Divide students into small Students work in groups to set
materials by dropping water on groups. Give each group a set of groups and provide each group up a simple decay experiment:
each sample. They record what objects and a basin of water. with a set of objects.
happens (absorbs/does not Place small pieces of fruit peel,
absorb) on their activity sheets. Task: Task: bread, and leaves in separate
Predict, test, and record which Predict which objects will sink or transparent cups with soil.
Guiding Questions: materials float and which sink. float, then test by placing them in
Use a worksheet to write water. Cover with plastic wrap secured
 What happened to the predictions and results. by rubber bands to keep insects
water on each material? Record: out.
 Which materials Guiding Questions: Students fill out a worksheet
absorbed the water the noting predictions and actual Observe and record initial
fastest? *What happened when you put results. characteristics (color, smell,
each object in the water? texture).
*Were your predictions correct? Teacher Role:
Facilitate, observe, and guide Teacher explains:
students to focus on the Over days or weeks, students will
properties of materials. observe changes to understand
decay.
 Show a video demonstrating
decay process and
microorganisms involved.
4. Explain 4. Explain 4. Explain 4. Explain
Class Discussion: Class Sharing: Class Discussion: Class Discussion:
Groups share results. Teacher Groups present their findings. Groups share their findings. Discuss what decay is: the
explains that absorbent materials Teacher leads discussion. Teacher explains: breaking down of materials by
have tiny spaces (pores) that microorganisms like fungi and
soak up water, while non- Key Points: Objects that sink are usually bacteria.
absorbent materials do not. denser or heavier than water
Floating means to stay on the (e.g., metal, stone). Explain factors that affect decay:
Key Vocabulary: surface of water; sinking means water, air, soil, temperature, and
Absorb, absorbent, non- to go to the bottom. Sinking means the object goes to microorganisms.
absorbent, porous, repel. the bottom of the water.
Materials that are less dense than Define key terms: decay,
water float; those that are more Density and material type affect decompose, biodegradable, non-
dense sink. whether an object sinks or floats. biodegradable, microorganisms.

Sometimes shape and air inside Introduce key terms: sink,

an object can affect floating (e.g., density, material properties.
a boat).

Vocabulary:
Float, sink, density, buoyancy.
5. Elaborate 5. Elaborate 5. Elaborate 5. Elaborate
Application: Application Questions: Application Questions: Application Questions:
Ask: “Why do we use towels to
dry ourselves but not plastic “Why do ships made of metal “Why does a metal spoon sink “Why is it important to separate
bags? Why are umbrellas made float, but a small metal coin but a wooden pencil floats?” decaying waste from non-
of certain materials?” sinks?” decaying waste?”
Let students brainstorm more “How does the shape of an object
examples from home or school. “What happens if you change the affect sinking?” “How does decay help the
shape of a piece of clay?” environment?”
Oral sharing: Each student gives Extension Activity:
one example of an absorbent and Extension Activity: Students try to change the shape Discuss how decaying materials
a non-absorbent material and Students try to make a piece of of a piece of clay to make it float return nutrients to the soil and
explains why. clay float by shaping it like a boat or sink and discuss results. support plant growth.

Extension: Talk about health and

Discuss how understanding environmental effects of
absorbency helps in daily life decaying garbage if not properly
(e.g., cleaning spills, choosing managed.
clothes for rainy days).
 6. Evaluate 6. Evaluate 6. Evaluate 6. Evaluate
Students complete a worksheet: Worksheet: Sort pictures or Worksheet sorting objects into Students classify a list or pictures
Sort pictures of materials into names of materials into ‘Float’ ‘Sink’ and ‘Float’ categories. of materials into “Materials that
‘Absorbs Water’ and ‘Does Not and ‘Sink’ columns. Decay” and “Materials that Do
Absorb Water’ columns. Oral quiz: “Name two objects that Not Decay.”
Oral quiz: “Name one object that sink and explain why.”
floats and one that sinks. Explain Short quiz or oral questions
why.” about the decay process and its
importance.
7. Extend 7. Extend 7. Extend 7. Extend
Home Connection: Home Connection: Students find an object at home, Students find one biodegradable
Assign students to find and test Students find and test one object predict if it sinks or floats, test it and one non-biodegradable
one more material at home and at home (with adult supervision) with water (with adult material at home, observe what
report if it absorbs water or not. and report if it floats or sinks. supervision), and report their happens to them over a few days,
Challenge: findings in the next class. and report back.
“Invent” a new product that uses Creative Challenge: Creative Task:
an absorbent material (e.g., a Design and draw a boat using Creative Challenge: Draw or create a poster showing
new kind of mop, towel, or materials that float. Explain why Design a boat using materials the decay process and why it
raincoat) and present it to the your design will stay afloat that float and explain why it will matters for the environment.
class. not sink.

Reflection:

Prepared by: Checked by: Noted by:

MICHELLE B. BALABA DIZA C. VIRTUDAZO ROBERT J. ASIS

Teacher III Master teacher I Principal
II