Weekly Test: Subject: Science Week No. 1 Grading Period: First Grading

SUBJECT: SCIENCE WEEK NO.
1 GRADING PERIOD: FIRST GRADING_
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

DATE: DATE: DATE: DATE: DATE:
Objectives: Objectives: Objectives: Objectives: Objectives:
At the end of each lesson, the pupils At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the pupils should The pupils are expected to get
should be able to: pupils should be able to pupils should be able to be able to : 75% mastery level in the weekly
1. name different objects around us; and identify solids based on their 1. compare solids according to size;
2. classify the objects based on describe solids according to 2. classify solids according to size; and tests.
their color. shapes.
their characteristics. 3. use measuring devices in determining
the size of solids.
Subject Matter: Subject Matter: Subject Matter: Subject Matter:
Lesson 1 - Characteristics of Solids Lesson 2 : Characteristics of Lesson 3: Characteristics Lesson 4: Characteristic of WEEKLY TEST
Solids according to their color of Solids According to Solids According to Size
Reference: Reference: Shape
Reference: Reference: Evaluation:
LM: _S3MT-Iab-1 LM: _S3MT-Iab-1 LM: _S3MT-Iab-1 LM: _S3MT-Iab-1
LG: LG: LG: LG:
Learning Tasks Learning Tasks Learning Tasks Learning Tasks

A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities
1. Drill 1. Drill 1. Drill 1. Drill
2. Review 2. Review 2. Review 2. Review
3. Motivation 3. Motivation 3. Motivation 3. Motivation
B. Developmental Activities
1. Presentation
1. Presentation
1. Presentation
1. Presentation
SUMMATIVE TEST
2. Discussion 2. Discussion 2. Discussion 2. Discussion
3. Activity 3. Activity 3. Activity 3. Activity
C. Generalization C. Generalization C. Generalization C. Generalization
D. Application D. Application D. Application D. Application
Evaluation: Evaluation: Evaluation: Evaluation:
Have the class do thefollowing activity. Name objects found in the room.
Study the pictures of different
List down 2 objects inside the box Tell the size of the objects using a
objects. Choose the correct shape
below which can be classified in the parentheses. ruler or meter stick. Get the exact
according to size, shape, color, measurement of each object.
texture and weight.
Assignment: Assignment: Assignment: Assignment:

Draw 5 objects with Look for different objects in your Let the pupils collect List down objects found at home
different colors. kitchen. Make a chart of these objects pictures of different and in school. Describe their sizes.
and their color. Write them in your
notebook objects and make an
Remarks: Remarks: album of their shapes.
Remarks: Remarks: Remarks:
Mastery Level: Mastery Level: Mastery Level: Mastery Level: Mastery Level:
SUBJECT: SCIENCE WEEK NO. 2 GRADING PERIOD: FIRST GRADING_
At the end of the lesson the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the The pupils are expected to get
pupils should be able to classify pupils should be able to describe pupils should be able to pupils should be able to describe 75% mastery level in the weekly
solids according to texture. different liquids based on their describe how liquids flow the liquid according to the shape of tests.
different characteristics. from one container to the container and the space it
Subject Matter: Subject Matter: another
Subject Matter: occupies.
Subject Matter:
Lesson 5 : Characteristics of Lesson 1: Characteristics of Liquids Lesson 2: Characteristics of Lesson 3: Characteristics of Liquids
Solids According to Texture Liquids according to how on how they take the shape of the WEEKLY TEST
they flow container
Reference: Reference: Reference: Reference: Evaluation:
LM: LM: LM: LM:
LG: LG: LG: LG:
CG: CG: CG: CG:
1. Presentation
1. Presentation
1. Presentation
1. Presentation
SUMMATIVE TEST
Say: List down two (2) liquids Describe the liquids below on Given two liquids in each
how each one flows when poured container. Liquids A and B drawn
found in different places from one container to another. Put a below.
below. check (/) mark in the box if it correctly
Describe the two liquids according to
describes the liquid and (X) mark if not.
Write your shape and the space it occupies.
answers in the graphic
organizer . Do this on your
notebook.
Ask the pupils to bring to class at Have the pupils cut out three (3) Cut out pictures 3 Cut out 3 different liquids
least ten solids from a place outside pictures of liquids that can be different liquids from old from old newspaper which
their homes. (backyard garden, poured from one container to magazines and describe can be identified according to
sidewalk) and identify the solids another. Paste them on their how shape.
based on their texture. notebook. they flow.
Remarks: Remarks: Remarks: Remarks: Remarks:
At the end of the lesson, the At the end of the lesson, the pupils At the end of the lesson, At the end of the lesson, the The pupils are expected to get
pupils should be able to describe should be able to describe the the pupils should be able pupils should be able to: 75% mastery level in the weekly
the taste and odor or smell of characteristic of gases according to to describe the space 1. Classify the materials found at tests.
liquids. its shape. occupy by the gases. home as solids, liquids, and gases ;
and
Subject Matter: Subject Matter: Subject Matter: 2. describe
Subject their uses .
Matter:
Lesson 4: Characteristics of Lesson 1: Characteristics of Lesson 2: Characteristics of Lesson 1: Common Solids,
Liquids according to their taste Gas according to the shape gases according to space Liquids, and Gases Found at WEEKLY TEST
and odor or smell of the container they occupy Home
LM: LM: LM: LM:
LG: LG: LG: LG:
CG: CG: CG: CG:
1. Presentation
1. Presentation
1. Presentation
1. Presentation
SUMMATIVE TEST
Underline the correct word/s inside Get a plastic bag. Blow air Match the picture in column A with column B.
the parenthesis. Connect the letter to its correct picture using a
1. Perfume has a (good smell, bad smell). Draw 5 balloons with into it. Add more air. line inside the box and write down if it is solid,
2. The taste of orange juice is (sweet, salty). different colors. Describe Ask: What will happen to liquid or gas.
3. Vinegar is ( sour, bitter).
their shapes. the plastic bag?
4. Honey has (sweet, salty, ) taste.
5. Candies have ( sweet, bitter) taste.

Let the pupils make an album of 10 List down 5 different gases found Bring objects (solids, Remind the pupils to bring empty containers of
pictures of different liquids cut out from the following materials:
in the environment. liquids etc.) found at 1. Bleaching liquid
old magazines. Have them describe the
characteristics of each liquid. home for our next 2. Shampoo
3. Pesticide
lesson.
4. Any toilet freshener
5. Mosquito coil empty box
At the end of the lesson, the pupils should be able to:
At the end of the lesson, the pupils At the end of the lesson, the pupils At the end of the lesson,
1. measure the temperature of tap water
The pupils are expected to get
should be able to identify the should be able to describe the the pupils should be able and hot/warm water using a thermometer; 75% mastery level in the weekly
harmful effects of the common proper ways in using and handling to tell whether the 2. read the temperature from the thermometer
tests.
correctly; and
materials found at home and in harmful materials at home and in material is 3. compare the temperature of tap water and
school school. hot or cold. hot/warm water.
Lesson 2. Harmful Effects of Lesson 3.Safety Measures in Lesson 1: Is it Hot or Cold? Lesson 2: Measuring the
Common Materials Found at Using and Handling Harmful Temperature of Hot/ Warm WEEKLY TEST
Home Materials Material
LM: LM: LM: LM:
LG: LG: LG: LG:
CG: CG: CG: CG:
B. Developmental Activities B. Developmental Activities B. Developmental Activities B. Developmental Activities
1. Presentation 1. Presentation 1. Presentation 1. Presentation
Write the hazards that the following Divide the class into 4 groups Pupils’ aĐtivity outputs ŵay ďe
materials may do to people when not takeŶ as a form of assessing their
and let them have a role play knowledge formatively. Take note that (Note: Tell the pupils that the
used properly:
1. Disinfectant on the safety measures in using such assessment results should not diagram is just a portion of
be graded . Its purpose is just for the
2. Insecticides and handling harmful materials the whole thermometer
teaĐher to deterŵiŶe pupils’ prior
3. LPG at home or in school. knowledge as a springboard for the
4. Bleaching liquid discussion of the next lesson.
5. Muriatic Acid
List down at least 2 reasons on what List down at least 2 materials found in What could be the Compare the temperature of
should you do in order to avoid accident your home and write down the proper temperature of hot objects ice to the temperature of
brought about by the misuse of the way in handling the material that you compared to cold objects?
materials that are commonly found at listed. Write in your activity notebook.
boiling water? Write your
home? answer on your notebook.
At the end of the lesson, the pupils should At the end of the lesson, the pupils At the end of the lesson, the pupils At the end of the lesson, the The pupils are expected to get
be able to:
should be able to describe the should be able to describe the pupils should be able to 75% mastery level in the
1. measure the temperature of tap water
and cold water using a thermometer; candle wax when heated and candle wax when heated and describe what happens to weekly tests.
2. compare the temperature of tap water cooled. cooled. water when heated
and cold water ; and
3. read the temperature from the
thermometer correctly.
Lesson 3: Measuring the Lesson 4: What Happens when Lesson 4: What Happens when Lesson 5: What Happens to WEEKLY TEST
Temperature of Cold a Candle Wax is heated or a Candle Wax is heated or Water When Heated?
Material
Reference: Cooled?
Reference: Cooled?
Reference: Reference: Evaluation:
LM: LM: LM: LM:
LG: LG: LG: LG:
CG: CG: CG: CG:
A butter/ margarine is put in a Your mother is boiling water in a
The activity output of the frying pan over the stove for kettle for your coffee. What do
pupils may be considered in few minutes. you think will happen if she
assessing them formatively. What do you think will happen leaves the water boiling for a
to the butter/margarine? long time? Why?
Assignment: Why?
Assignment: Assignment: Assignment:
1. .What is the temperature of tap water? What is
the temperature of cold water?
2. How will you compare the temperature of tap water
with that of cold water? (The temperature of tap water is
higher than the temperature of cold water, or the
temperature of cold water is lower than the temperature
of tap water).
3. What is the effect of removing heat from the water?
(Heat removed from the water decreases the

At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the pupils The pupils are expected to get
pupils should be able to pupils should be able to pupils should be able to should be able to describe what 75% mastery level in the weekly
describe what happens to describe what happens to describe what happens to happens to naphthalene ball when tests.
water vapor when cooled water vapor when cooled naphthalene ball when heated. heated.
Lesson 6: What Happens to Lesson 6: What Happens Lesson 7: What Happens to Lesson 7: What Happens to WEEKLY TEST
Water Vapor when Cooled? to Water Vapor when Naphthalene Ball when Naphthalene Ball when
Reference: Cooled?
Reference: Heated?
Reference: Heated?
Reference: Evaluation:
LM: LM: LM: LM:
LG: LG: LG: LG:
CG: CG: CG: CG:
Answer the following questions:
1. Did you notice any change in the
Science Activity Science Activity appearance of the naphthalene in
saucer 1 and saucer 2? Why?
2. What does this observation tell you?
3. What is the effect of heat on the
naphthalene ball?

Bring naphthalene ball if
you have at home for our
next lesson.
At the end of the lesson, the At the end of the lesson, the The pupils are expected to get
pupils should be able to describe what pupils should be able to describe 75% mastery level in the weekly
happens to the air inside the what
bottle/balloon when it is heated or happens to the air inside the tests.
Lesson 8: What Happens to Lesson 8: What Happens to
the Air Inside the the Air Inside the WEEKLY TEST
Bottle/Balloon when Heated Bottle/Balloon when Heated
or or
Cooled?
Reference: Cooled?
Reference: Reference: Reference: Evaluation:
LM: LM: LM: LM:
LG: LG: LG: LG:
CG: CG: CG: CG:
A. Preliminary Activities A. Preliminary Activities E. Preliminary Activities E. Preliminary Activities
B. Developmental Activities B. Developmental Activities F. Developmental Activities F. Developmental Activities
C. Generalization C. Generalization G. Generalization G. Generalization
D. Application D. Application H. Application H. Application
As shown in the drawing,
what happen to the air
Science Activity balloon when heated? Why?

Draw on a bond paper 5 living
things found in the
environment.

75% mastery level in the weekly
Subject Matter: Subject Matter: Subject Matter: Subject Matter: tests.
WEEKLY TEST
LM: LM: LM: LM:
LG: LG: LG: LG:
CG: CG: CG: CG:
E. Preliminary Activities E. Preliminary Activities I. Preliminary Activities I. Preliminary Activities
F. Developmental Activities F. Developmental Activities J. Developmental Activities J. Developmental Activities
G. Generalization G. Generalization K. Generalization K. Generalization
H. Application H. Application L. Application L. Application

WEEKLY TEST
LM: LM: LM: LM:
LG: LG: LG: LG:
CG: CG: CG: CG:
I. Preliminary Activities I. Preliminary Activities M. Preliminary Activities M. Preliminary Activities
J. Developmental Activities J. Developmental Activities N. Developmental Activities N. Developmental Activities
K. Generalization K. Generalization O. Generalization O. Generalization
L. Application L. Application P. Application P. Application


WEEKLY TEST
LM: LM: LM: LM:
LG: LG: LG: LG:
CG: CG: CG: CG:
M. Preliminary Activities M. Preliminary Activities Q. Preliminary Activities Q. Preliminary Activities
N. Developmental Activities N. Developmental Activities R. Developmental Activities R. Developmental Activities
O. Generalization O. Generalization S. Generalization S. Generalization
P. Application P. Application T. Application T. Application

SUBJECT: SCIENCE WEEK NO. 1 GRADING PERIOD: SECOND GRADING_

1. identify the parts of the eyes; and 1. identify the parts of the eyes; and 1. identify the parts of the ears and 1. identify the parts of the ears and The pupils are expected to
2. identify proper ways of caring 2. identify proper ways of caring its function, and its function, and get 75% mastery level in
the eyes. the eyes. 2. identify proper ways of caring 2. identify proper ways of caring the weekly tests.
the ears the ears
Subject Subject Subject Subject
Matter: Matter: Matter: Matter: WEEKLY TEST
Reference: Reference: Reference: Reference: Evaluatio
LM: 50 LM: 50 LM: 53 LM: 53 n: I
LG: 48 LG: LG: LG:
48 50 50
Match column A with column B. Write the letter II
before each number.
A B
_1. Cornea a. Focuses light and project
, the image on the retina
_2. Pupil b. Sends messages to the .
. brain
_3. Lens c. The transparent covering of
, the eye
_4. Retina d. Where the image that
, is seen is focused
_5. Optic nerve e. The opening where light ,
, enters

Find out who wears eyeglasses Is playing computer games Why are the ears important? What can happen if the sense
in your family. Ask the reasons for a long period good to of hearing is impaired?
why they are using eyeglasses. your eyes? What should you do
to take care of your eyes?
1. identify the parts of the nose and 1. identify the parts of the nose and 1. describe the uses of the tongue; and 1. describe the uses of the tongue; and The pupils are expected to get
2. identify the parts and function of 75% mastery level in the weekly
its function; and its function; and 2. identify the parts and function of
the tongue. tests.
2. Identify proper ways of caring 2. Identify proper ways of caring the tongue.
the nose. the nose.
SENSE
Reference: SENSE
Reference: SENSE
Reference: SENSE
LM: 57 LM: 57 LM: 60 LM: 60 a. Match Column A
LG: 53 LG: LG: LG:
CG: 53 55 55 CG: with Column B
b.
Match Column A with Column B

Why is the nose important? What can happen if the sense What helps you taste the food? The tongue needs to be cleaned from
of smell is impaired or does time to time. How do members of
your family clean their tongue? Write
not function well? their responses on your notebook.
1.describe the uses of the skin; 1.describe the uses of the skin; Identify common 1. identify the parts of some The pupils are expected to get
2. identify the parts and function 2. identify the parts and function of animals found in the animals; and
tests.
of the skin; and the skin; and environment 2. group animals according to
3. show proper ways of caring for 3. show proper ways of caring for their body parts.
the skin. the skin.
Matter: Matter: Matter: L1 Matter: L2 WEEKLY TEST
LM: 62 LM: 62 LM: 66 LM: 68
LG: 56 LG: 56 LG: 61 LG: 61
CG: 18 CG: _18 CG: _18 CG: 18-
Complete the table by listing Complete the table below by listing
What are the parts and functions How do we take care of the skin? different kinds of animals found animals described in each column.
of the skin? in different places. The pupils can write as many
answers as possible.

Do you practice personal hygiene? Name animals found in Each group will bring a picture
the community. of a frog, horse and bird for the
next activity.

1. identify the parts of some 1. Describe how animals move; . Describe how animals move; infer the body parts used by The pupils are expected to get
animals; and 2. Identify the body parts 2. Identify the body parts different animals for tests.
2. group animals according to that enable animals to that enable animals to eating/getting food;
their body parts. move. move.
Matter: L2 Matter: L3 Matter: L3 Matter: L4 WEEKLY TEST
ANIMALS
Reference: ANIMALS
Reference: ANIMALS
Reference: ANIMALS
Reference: Evaluatio
LM: 68 LM: 70 LM: 70 LM: n: I.
LG: LG: LG: LG:
61 63 63 66
C. Generalization C. Generalization C. Generalization C. Generalization II
Choose an animal without legs and
an animal with legs. Observe the
body parts that these animals use to
move from one place to another.
Draw the animals in your notebook.
Show the part or parts that they use
to move. III

Each group will bring a picture Describe how animals Ask the pupils to draw their pets
of a frog, horse and bird for the move? How do they differ in their assignment notebooks. How do animals get /eat their
next activity. from other animals? What is the food of your pet? food?
Describe the body covering Group animals according to Classify animals according to 1. Explain why animals are important The pupils are expected to get
to people 75% mastery level in the weekly
of animals; their body coverings; their habitat/place where they tests.
2. Group animals according to
live. what people get from them or how
they can extend help to people.
Matter: L4 Matter: L4 Matter: L4 Matter: WEEKLY TEST
ANIMALS
Reference: ANIMALS
Reference: ANIMALS
Reference: ANIMALS
LM: 77 LM: 77 LM: 79 LM: 81 I
LG: 66 LG: 66 LG: 66 LG: 68
CG: 18 CG: 18 CG: 18 CG: 18
II
III

Tell the pupils to look for and Why do animals have Why do animals live in bring a picture or drawing of
bring colored photos or pictures body covering? different places? their pet or favourite animal.
of the animals
Identify animals that can Communicate to care for pets 1. Identify some plants in the garden 1. Identify some plants in the garden
harm people 2. Describe the parts of a plant 2. Describe the parts of a plant
Matterl: Matterl: Matter: Matter: WEEKLY TEST
ANIMALS ANIMALS PLANTS PLANTS
LM: 82 LM: 83 LM: _84 LM: _84 n: I
LG: LG: LG: LG:
70 70 70 70
Name the parts

What should you do to Why should you observe Draw your favourite plant Name plants on your way to school.
avoid harmful animals? safety measures while caring and label its parts.
your pet?
Compare the plant parts of . Compare the plant parts Compare the plant parts of Infer the function of different
different plants of different plants different plants plant parts
PLANTS PLANTS PLANTS PLANTS
LM: LM: LM: LM: 89 Give the parts of the
87 87 87 LG:
LG: 73 LG: 73 LG: 73 77 banana plant.
answer the following questions

Read about the different Bring 2 different plants tomorrow. Why do we need to Bring to class an example of
functions of the different plant observe the different parts an object made from plants.
parts. of the plants?
SUBJECT: SCIENCE WEEK NO. 1 GRADING PERIOD: THIRD GRADING_
At the end of the lesson, the At the end of the lesson, the At the end of the activity, the At the end of each lesson, the The pupils are expected to
pupils should be able to describe pupils should be able to describe pupils should be able to: get 75% mastery level in
pupils should be able to describe the location of an object after it different ways of moving objects 1. describe how wind moves objects; the weekly tests.
the position or location of an object was moved. 2. make a wind wheel.
Describing the Position of an How do you know that an object How can you make objects move? Wind can make Objects Move WEEKLY TEST
Object relative to another has moved?
Object
LM: LM: LM: _115 LM: _116 A.Write the correct word that
describes the position of the object
112_ 114_ TG: 111 TG: 114 or animal or person in each
Learning Tasks Learning Tasks Learning Tasks Learning Tasks picture.
A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities Choose from
1. Drill 1. Drill 1. Drill 1. Drill the list of words in the box.
“Find Me” Game: Picture A shows a classroom while
1. Place 5 objects in different picture B shows the same classroom after
location inside the classroom (add
more objects if there are more than 5
a day.
1. Encircle three objects that were
1. List 2 tasks you do at Ask the pupils to draw a
groups). moved from their original location. home that involve wind wheel. Let them list
2. Write each object on a piece of paper.
3. Call the group leaders to pick one pushing. two
piece of paper.
2. List 2 tasks you do things that are moved by the B
4. Distribute ¼ lengthwise strip of bond paper
wind outside the classroom.
to each group.
5. Tell each group to describe the position of
at home that involve
the object that their leader picked. pulling.

Tell each group to bring a toy car Draw two objects which show Draw or cut a picture of different Let the pupils read and gather pictures about
windmills that are used in producing electricity.
for the next activity. movement on a short bond paper. ways in moving a ball. They can get it from books, magazines, or the
Describe the location of the object after internet.
Remarks: it was moved.
Remarks: Remarks: Remarks: Remarks:
At the end of each lesson, the At the end of each lesson, the pupils At the end of each lesson, the pupils At the end of each lesson, The pupils are expected to
pupils should be able to: should be able to: should be able to: the pupils should be able get 75% mastery level in
1. describe how water 1. describe how a magnet can 1. identify the poles of a magnet;
move objects; and 2. infer that a magnet has two poles; to: the weekly tests.
moves objects; and 1. describe different ways
2. identify materials that can be 3. state that like poles repel; unlike
2. make a paper boat.
moved by magnets. poles attract; and of making a toy car move;
4. infer that the strength of the and
magnet is strongest at the poles. 2. identify objects or
Making a Paper Boat Describing the Location of an Attract or Repel! Ready, Set, Go! WEEKLY TEST
Object After it has Moved
LM: _117 LM: _118 LM: _119 LM: _120
LG: 115 LG: 117 LG: 119 LG: 120
CG: 20_ CG: 20_ CG: 20_ CG: 20_
A plastic ball is placed in a basin with water. Draw what would happen to two
Write two ways to make the
(The group’s output in the bar magnets that are placed: How does the car move?
ball move without touching or blowing
1. with their N poles facing each other; What are the objects or materials that can
unto into it.
1.
activity can serve as 2. with their S poles facing each move a toy car?
2. assessment.) other;
3. with their N and S poles facing
each other.
. Bring a toy car (not battery- Let the pupils bring two identical
Draw a situation where water Read about where magnets operated) for tomorrows toy cars.
is used to move an object. came from. activity.
At the end of each lesson, the 1. Describe the act of stretching Identify sources of light At the end of the lesson, the The pupils are expected to
pupils should be able to: and compressing objects Classify sources of light into pupils should be able to get 75% mastery level in
1. describe the movement of an object 2. Name objects that can be stretched
as fast or slow; and or compressed natural and artificial identify uses of light. the weekly tests.
2. describe the movement of an object
as forward or backward.
Subject Matter: Subject Matter: Subject Matter Subject Matter:
Describing the Different Ways Objects
Move
Describing the Movement of Sources of Light Uses of light WEEKLY TEST
Objects– Stretched or Compressed
LM: LM: _122 LM: LM: _126 E. Name objects that can
be stretched or
121_ LG: 124 CG: 124_ LG: 128 compressed 1.
2.
1. Drill 1. Drill 1. Drill 1. Drill 3.
2. Review 2. Review 2. Review 2. Review 4.
3. Motivation 3. Motivation 3. Motivation 3. Motivation 5.
II. Write Natural or Artificial.
Which of these objects can be stretched Pupils may play “Pinoy Henyo”. The game
I. Describe a situation that shows a car and compressed? is
moving fast. played by putting the words
II. Describe a situation that shows a (Note : Teacher will written on a strip of paper on the pupil’s
car moving forward and another that provide forehead. The pupils will guess the
shows a car moving backward. pictures/illustrations) word by asking questions that could
help her/him guess the word. The class
can only respond with “oo (yes)”,
“no (hindi)” and “pwede (maybe)”.
Assignment: The
Assignment:
Assignment: Assignment: Give at least 2 uses of
Bring a notebook spring Draw an object which you can find List 3 sources of light in your home Research on other sources light. 1.
and a rubber band. at home that can be stretched. and uses of light, using open 2.
Then, write below your drawing source data and the
internet.
At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, pupils The pupils are expected to
pupils should be able to identify pupils should be able to identify pupils should be able to identify should be able to describe uses get 75% mastery level in
the proper ways of using light. the proper ways of using light. things that give off heat. of heat. the weekly tests.
Safety in Using Light Safety in Using Light Sources of Heat Uses of Heat WEEKLY TEST
LM: LM: LM: LM: _130 Give 3 uses of
light. 1.
128_ 128_ 129_ LG: 132 CG:
Learning Tasks Learning Tasks Learning Tasks Learning Tasks 2.
A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities 3.
1. Drill 1. Drill 1. Drill 1. Drill List Down at least 4 ways
of using light.
B. Developmental Activities B. Developmental Activities B. Developmental Activities B. Developmental Activities 4
1. Presentation 1. Presentation 1. Presentation 1. Presentation 5
2. Discussion 2. Discussion 2. Discussion 2. Discussion 6
3. Activity 3. Activity 3. Activity 3. Activity 7
Look at the pictures.
Describe how heat is used
Evaluation: Evaluation: Evaluation: Evaluation: in each
picture.
List down at least 3 proper ways Make a collage of
of using light. different sources of heat.
(Pictures assigned
beforehand )

Research on other sources Draw one proper way of using Have the pupils list three 3 Read on the other uses of heat.
and uses of light, using open light on a short bond paper other sources of heat at
source data and the internet. home.

At the end of the lesson, the At the end of the lesson, At the end of the lesson, the At the end of each lesson, the The pupils are expected to
pupils should be able to identify the pupils should be able to pupils can describe the different pupils should be able to: get 75% mastery level in
the proper ways of handling hot identify various sources of ways of producing sound. 1. make an improvised kazoo; the weekly tests.
objects. sound. 2. describe how sound is
produced using a kazoo.
Safety in Using Heat Sources of Sounds Ways of Producing Sound Make Your Own Kazoo WEEKLY TEST
LM: LM: LM: _135 LM:
n: A.
132_ 135_ LG: 136 CG: 136_
B. Identify the sources of sounds.
Evaluation: Evaluation: Evaluation: Evaluation: a. hiss hiss hiss
The completion of the KWL Pupils will play “guessing game”. Each Write on the blanks how sounds are produced The pupils kazoo can serve as assessment. Let the
pupils play with the kazoo and give a score b. tik tak tik tak
group will produce a sound from by the following objects:
chart presented at the beginning 1. Whistle based on the functionality of the kazoos. Use c. kokak
of the lesson can serve as objects around them. They will hide the sample rubric below.
behind a curtain the objects when they
assessment. Fill up the column – 2. Ambulance kokak C.
made it produce the sound. The other
What I learned about Heat. group will guess the objects thatproduce 3. Bell
the sound. 4. Xylophone
5. Tambourine
List 2 other safety tips in Remind the students to bring the following: Remind the pupils to bring the Read: Importance of sounds
1. Maracas following materials:
using sources of heat. 1. Cardboard tube from toilet paper
2. Drum/box
or cardboard only
3. Guitar
2. Waxed paper
4. Whistle 3. Rubber band
4. A sharp pointed object
5. Scotch tap
At the end of each lesson, the At the end of each lesson, the pupils At the end of the lesson, At the end of each lesson, the The pupils are expected to
should be able to: the pupils should be able to get 75% mastery level in
1.classify objects that operate using
pupils should be able to: describe the uses of pupils should be able to: the weekly tests.
battery or when plugged in outlets;
1. describe the uses of sound electricity. 1. identify the proper use
2.identify various sources of
2. appreciate the importance electricity; 3.describe the different of electricity; and
of sound. sources of electricity. 2. appreciate the importance
Subject Matter: Subject Matter: Subject Matter: of electricity.
Subject Matter:
Uses of Sounds Sources of Electricity Uses of Electricity Using Electricity Safely WEEKLY TEST
LM: _137 LM: 139_ LM: 140_ LM: _143 A.Look at the pictures.
LG: 140 LG: 141 LG: 142 LG: 143
Describe the use of sound in
CG: CG: CG: CG:
each picture.
Learning 20
Tasks 20
Learning Tasks Learning20 Tasks Learning 20
Tasks
3. Activity 3. Activity 3. Activity 3. Activity B. List five electrical
C. Generalization C. Generalization C. Generalization C. Generalization equipment in your home
D. Application D. Application D. Application D. Application 1
Evaluation: Evaluation: Evaluation: Evaluation: 2
3
4
List down two uses of sound List five electrical equipment in List down 3 electrical List two ways of what not to do 5
not mentioned in the activity. your home. equipment/devices and describe to avoid electrocution.
the use of the device. C.List down 2 electrical
equipment/devices and
describe the use of the device
Make a list of the sources of . .
noise pollution in your place. Research on the different Read about safety measures in Look for news about
Write down how you can help power plants in the using electricity. accidents involving
lessen noise pollution in your Philippines. electricity.
Remarks: .
community Remarks: Remarks: Remarks: Remarks:
SUBJECT: WEEK NO. _1 GRADING PERIOD: FOURTH GRADING
SCIENCE
At the end of the lesson, the pupils should be At the end of the lesson, the pupils should be At the end of each lesson, the pupils should At the end of each lesson, the pupils should The pupils are expected to
able to: able to: be able to: be able to:
ϭ.desĐriďe oŶe’s eŶǀiroŶŵeŶt as ďeiŶg ŵade ϭ.desĐriďe oŶe’s eŶǀiroŶŵeŶt as ďeiŶg ŵade 1. identify things that are found in a garden; 1. identify things that are found in a garden; get 75% mastery level in
up up 2. classify the things in the garden as living 2. classify the things in the garden as living the weekly tests.
of life forms, land, water and air; of life forms, land, water and air; and nonliving; and and nonliving; and
Ϯ.ŵake oďserǀatioŶs of the sĐhool’s Ϯ.ŵake oďserǀatioŶs of the sĐhool’s 3. describe the importance of living and 3. describe the importance of living and
aŶd ĐoŵŵuŶity’s surrouŶdiŶgsaŶd ; aŶd ĐoŵŵuŶity’s surrouŶdiŶgsaŶd ; nonliving things in the surroundings. nonliving things in the surroundings.
3.tell
Subjectsomething about the surroundings.
Matter: 3.tell
Subjectsomething about the surroundings.
Matter: Subject Matter: Subject Matter:
Lesson 1.Things in the Surroundings Lesson 1.Things in the Surroundings Lesson 2. Things in the Garden Lesson 2. Things in the Garden WEEKLY TEST
LM: 146_ LM: 148_ LM: LM:
n: A
TG: _154 TG: _154
1. Make a list of things you see
_148__ TG: _148__ TG: at home and in school. Opposite it
Learning Tasks Learning Tasks Learning Tasks Learning Tasks place a check mark if these
A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities things are important to the
people.
2. Your friend Samantha lives in a
farm. Her father and brother take
good care of the pond near their
house. There are plants in the
pond that served as food of
some
͞͞dalag͟.Why does her father aŶd
brother need to take care of the
Evaluation: Evaluation: Evaluation: Evaluation: pond?
Activity 1: Different things around you Activity 2: Take a Tour Around Activity 3: A Walk in the Garden B.
Questions List down 5 examples of living and
a. What makes your surroundings a nice 1. What are the living and non-living things in Write in one or two sentences
nonliving things that you can find in a
place to live in? the garden?
garden. Make a table to show their what things can be seen in a
Living things: Non –living things:
b. Why should you keep your surroundings garden.
2. How many kinds of plants did you see? What are classification as living and non living
clean and orderly? they?
c. How can you keep your community a things.
3. How many kinds of animals did you see? What
safe place to live in? are they?
d. Where do you live? Can you 4. Complete the table below.
name things around your house

Draw a picture of the surroundings of your Draw a water body found in your Collect pictures of the
house. Color it to show a happier and livelier
mood. Share in class next meeting. community. different kinds of bodies of
water

At the end of each lesson, the pupils should At the end of each lesson, the pupils should At the end of each lesson, the At the end of each lesson, the pupils The pupils are expected to
be able to: be able to: should be able to:
pupils should be able to: get 75% mastery level in
1. describe the bodies of water; and 1. describe the bodies of water; and 1. describe common landforms; and
2. infer that plants and animals are 1. describe common landforms; and the weekly tests.
2.2. infer that plants and animals are 2. discuss how landforms can be
present around and in the bodies of present around and in the bodies of 2. discuss how landforms can be
water beneficial to people, plants, and animals.
water beneficial to people, plants, and
animals.
Lesson 3. Bodies of Water in
your Community
Lesson 3. Bodies of Water in
your Community
Lesson 4. Land Forms in the Community Lesson 4. Land Forms in the Community WEEKLY TEST
LM: LM: LM: LM: I.Match Column A with Column B.
_151__ TG: _151__ TG: _153__ _153__ Write the letter of the correct
TG: TG: answer on your paper
Learning Tasks Learning Tasks Learning Tasks Learning Tasks A
A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities 1. a body of water with a current, confined
1. Drill 1. Drill 1. Drill 1. Drill within a bed and stream banks. It moves
2. Review 2. Review 2. Review 2. Review to a lower level in a channel on land.
3. Motivation 3. Motivation 3. Motivation 3. Motivation 2. usually freshwater, flowing towards an
B. Developmental Activities B. Developmental Activities B. Developmental Activities B. Developmental Activities ocean, a lake, or sea, or another river.
1. Presentation 1. Presentation 1. Presentation 1. Presentation 3. produced by the emergence of
geothermally
heated grouŶd ǁater froŵ the Earth’s Đrust,
3. Activity 3. Activity 3. Activity 3. Activity 4. localized in a basin, that is surroundedby
C. Generalization C. Generalization C. Generalization C. Generalization land apart from a river, stream, or
D. Application D. Application D. Application D. Application otherform of moving water that serves to
Evaluation: Evaluation: Evaluation: Evaluation: feed or drain the lake
5. a large body of saline water that is
Activity 4: Bodies of Water in your Community Activity 5: The Landforms connected to an ocean or may be a large
Activity 4: Bodies of Water in your Community Activity 5: The Landforms saline lake that lacks a natural outlet.
1. Group yourselves into 5. Have a photocopy 1. Group yourselves into 5. Have a photocopy 6. the smallest indentations of land by a
of the bodies of water. of the landforms. lake, sea, or ocean.
2. Using crayons or water color, color the 2. Match a landform picture with its description 7. larger than a cove and can refer to any
illustrations and cut the paper following the in your notebook. Cut out the landform wide indentation of the land.
broken lines. pictures. Glue each landform next to its 8. larger than a bay which is usually a deep
3.Tape each cut out bodies of water onto a sheet description. Make a poster board for this cut of the land
of poster activity. B
board using only a small piece of clear tape a.str
along the top of each card ( so the card flips eam
b.riv
upwards) and answer the questions. Do this
er
on your notebook.
c. hot spring
d. lake
Assignment: Assignment: Assignment: Assignment: e. sea
f. oceans
Draw a landform found in your place.
g. coves
Write a three sentence description of the h. bay
landform. i. gulf
At the end of the lesson, the At the end of the lesson, the At the end of each lesson, the pupils should At the end of each lesson, the pupils should The pupils are expected to
be able to: be able to:
pupils should be able to pupils should be able to 1. draw and describe the basic types of clouds; 1. draw and describe the basic types of clouds; get 75% mastery level in
describe the appearance of the describe the appearance of the 2. show a four-day observation of the clouds 2. show a four-day observation of the clouds the weekly tests.
clouds. clouds. in the locality. in the locality.
Lesson 1. The Weather Lesson 1. The Weather Lesson 2. The Types of Clouds Lesson 2. The Types of Clouds WEEKLY TEST
LM: LM: LM: LM:
_155__ TG: _155__ TG: _156__ TG: _156__ TG:

A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities Draw the different kinds
1. Drill 1. Drill 1. Drill 1. Drill of cloud formation.
AĐtiǀity ϭ: T͞ he Weather WatĐher͟ Complete the table below. Do this in Activity 2 A. Observing The Basic Types Activity 2 B. Making Models of the Basic
your notebook. of Clouds Types of Clouds
Check the pupils’ outputs to evaluate Ask each group to evaluate the model
whether they performed their activity done by each group using the
correctly. Look at the descriptions for rubrics.
each drawing. Present the rubrics. Ask
them to evaluate their work

Draw the basic types of clouds. If List down the different
available, use the internet or any science weather instruments.
books to get details about them.
At the end of each lesson, the pupils At the end of each lesson, the pupils At the end of each lesson, the pupils should At the end of each lesson, the pupils should The pupils are expected to
should be able to: should be able to: be able to: be able to:
1. tell how cold or hot the air is ; 1. tell how cold or hot the air is ; get 75% mastery level in
1. make s simple weather instrument; and 1. make s simple weather instrument; and
2. describe the uses of the instrument. 2. describe the uses of the instrument.
2. compare the temperature of air in 2. compare the temperature of air in the weekly tests.
different places; and different places; and
3. describe the speed and direction of the wind. 3. describe the speed and direction of the wind.
Lesson 3. A Basic Lesson 3. A Basic LessoŶ ϰ. WiŶd’s Teŵperature WiŶd LessoŶ ϰ. WiŶd’s Teŵperature WiŶd WEEKLY TEST
Weather Instruments Weather Instruments Speed and Wind Direction Speed and Wind Direction
LM: LM: LM: LM:
_159__ _159__ _162 _162
TG: TG: Draw 3 examples of
Learning Tasks Learning Tasks Learning Tasks Learning Tasks weather tool.
Activity 3 Activity 3: My Improvised Weather Activity 4A: Measuring Temperature a. Inside the room: What is the highest
Instruments Table 2. Movement and temperature recorded? Lowest temperature
a. Group the class. Distribute the
direction of the wind recorded?
materials in each group. Ask the b. Outside the room: What is the highest
pupils to read the procedure in LM’s temperature recorded? Lowest temperature
No.3 entitled “My Improvised recorded?
c. Are there changes in the temperature
Weather Instrument”. readings inside the room? How about outside the
b. Show and explain to the groups room?
the rubrics for scoring their d. Where were the temperature changes
participation in the activity. greater, inside or outside the room?
e. What do these changes in the temperature
mean?
Assign pupils to draw in their notebook the
weather symbols for rainy, sunny , windy and
stormy day. Prepare also a weather chart as in
the table below:
Monday Tuesday Wednesday Thursday Friday
At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the The pupils are expected to
pupils should be able to: pupils should be able to: pupils should be able to: pupils should be able to: get 75% mastery level in
describe how the wind tell how hot or cold is a place; identify the elements of weather describe the weather for the day the weekly tests.
moves within the day;
Lesson 5. The Daily Weather Lesson 5. The Daily Weather Lesson 5. The Daily Weather Lesson 5. The Daily Weather WEEKLY TEST
LM: LM: LM: LM:
_164__ TG: _164__ TG: _164__ TG: _164__ TG:

Learning Tasks Learning Tasks Learning Tasks Learning Tasks After all the activity, Ask the
A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities following questions:
1. Drill 1. Drill 1. Drill 1. Drill a. Based on the activity, is
the temperature inside and
B. Developmental Activities B. Developmental Activities B. Developmental Activities B. Developmental Activities outside the room the same?
1. Presentation 1. Presentation 1. Presentation 1. Presentation What about in the shade
2. Discussion 2. Discussion 2. Discussion 2. Discussion and under the sun?
3. Activity 3. Activity 3. Activity 3. Activity b. Why does the air
temperature inside and
Evaluation: Evaluation: Evaluation: Evaluation: outside the room not the
same?
What are the elements of weather? c. How does air
temperature affect the
weather?
d. During what kind of
weather is the
temperature of the air
usually warm or cool?

At the end of each lesson, the pupils At the end of each lesson, the pupils At the end of each lesson, the pupils should At the end of each lesson, the pupils should The pupils are expected to
should be able to: should be able to: be able to: be able to:
1. describe how weather affects people, 1. describe how weather affects people, get 75% mastery level in
1. make a weather bulletin for a week; 1. make a weather bulletin for a week;
and and
plants, and animals. plants, and animals. the weekly tests.
2. make a collage showing the effects 2. make a collage showing the effects
2. report orally the weather for the week. 2. report orally the weather for the week. of weather on people, plants, and animals of weather on people, plants, and animals
Lesson 6. The Weather Reporter Lesson 6. The Weather Reporter Lesson 7. Weather Collage Lesson 7. Weather Collage WEEKLY TEST
LM: LM: LM: _168 LM: _168
_167__ TG: _167__ TG: TG: TG: A. Make a weather bulletin.
_187 _187
Learning Tasks Learning Tasks CG:Tasks
Learning CG:Tasks
Learning
C. Generalization C. Generalization C. Generalization C. Generalization B. What kind of weather
D. Application D. Application D. Application D. Application brings good effects on
Evaluation: Evaluation: Evaluation: Evaluation: a) people? Why?
Activity 6: Weather Reporter Ask to the class to complete the paragraph b) animals? Why?
1. Use the weather chart in activity 5. Ask each group to report the by writing their answers in c) plants? Why?
2. Make a simple weather bulletin using the their notebook.
weather forecast. Use the rubrics B. What kind of weather
table below. Today is a . The skyis .
in evaluating the group output The wind is . I like to brings bad effects on a
dothe following , , a) people? Why?
, and
b) animals? Why?
c) plants ? Why?
C. What kind of weather do
you like most? Why?
D. What kind of weather do
Assignment: Assignment: Assignment: Assignment: you hate most? Why?
Assign pupils to collect and bring pictures Ask your parents the what
that show activities when;
a. the sun is high are the safety measures in
b. the wind blows fast and dealing different weather
c. the wind blows lightly
conditions.
At the end of each lesson, the pupils At the end of each lesson, the pupils At the end of the lesson, the At the end of the lesson, the The pupils are expected to
should be able to draw the safety and should be able to draw the safety and pupils should be able to pupils should be able to describe get 75% mastery level in
precautionary measures in dealing with precautionary measures in dealing with
the different types of weather the different types of weather describe the objects seen in the the sizes of objects seen in the the weekly tests.
condition.
Subject Matter: condition.
Subject Matter: sky
Subject Matter: sky
Subject Matter:
LessoŶ 8. Let’s Be Careful ǁith LessoŶ 8. Let’s Be Careful ǁith Lesson 1. Objects Seen in the sky Lesson 2. Sizes of Objects Seen WEEKLY TEST
What What We Do in the Sky
We Do
LM: LM: LM: _170 LM: _172
_169__ _169__ TG: TG:
TG: TG: A.Write the kind of weather in each
Learning Tasks Learning Tasks Learning Tasks Learning Tasks situation.
A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities 1. The sun cannot be seen
1. Drill 1. Drill 1. Drill 1. Drill and there are plenty of dark clouds,
2. Review 2. Review 2. Review 2. Review but the rain is not falling.
3. Motivation 3. Motivation 3. Motivation 3. Motivation 2. The sun is shining and the
B. Developmental Activities B. Developmental Activities B. Developmental Activities B. Developmental Activities wind is blowing very slightly.
1. Presentation 1. Presentation 1. Presentation 1. Presentation 3. There are plenty of dark
2. Discussion 2. Discussion 2. Discussion 2. Discussion clouds and rain is falling.
3. Activity 3. Activity 3. Activity 3. Activity 4. The sky is dark, the wind
C. Generalization C. Generalization C. Generalization C. Generalization is strong and the rain is falling.
D. Application D. Application D. Application D. Application 5. The sky is clear and the
clouds are so high.
Evaluation: Evaluation: Evaluation: Evaluation: B.On a sunny day, Peter looked up the
Draw one activity you need to do for each Draw one activity you need to do for each After the two graphic organizers sky. He was wondering why the flying
weather condition. Do this in your weather condition. Do this in your are completed, ask your pupils the a. In set-up A, which ball looked bigger as bird looks big while the moving
notebook. notebook. following questions; you saw it?
airplane appears very small. What will
What are the objects seen in the sky at b. Describe what you saw in set-up B.
you tell Peter to help him understand
night? during the day? Which of the 2 balls appeared bigger? Or
the situation?
smaller?
c. How did the big ball appear in set-up C?
during the the small ball?

Look up in the sky tonight and Ask the class to copy the following in their
notes; Go out of the house at night time when
draw objects you saw. the sky is clear. Observe.
What are the objects seen in the sky
1. List the objects you see in the sky. Name
which are bright at night? Why? Make a
them. three sentence paragraph for your
2. Write your answers in your answer.
assignment notebook.
3. On your drawing pads, draw what you will
see. Share it to class tomorrow.
At the end of the lesson, pupils should be At the end of the lesson, the pupils should be At the end of the lesson, the pupils At the end of the lesson, the pupils The pupils are expected to
able to describe the brightness and dimness of able to make observations of the should be able to describe the effects of should be able to describe the effects of
objects seen in the sky at night time position of the sun at different times of the day get 75% mastery level in
the heat of the sun to people. the suŶ’s heat on plants.
the weekly tests.
Lesson 3. Brightness and Dimness Lesson 4. Positions of the Sun LessoŶ ϱ. Harŵful EffeĐts of SuŶ’s Lesson 6. Effects of Suns Heat WEEKLY TEST
of Objects Seen in the Sky at Different Times of the Day Heat and Light on People on Plants
LM: 174_ LM: _175 LM: _176 LM: _177 Helen loves to look up the sky on a
TG: _199 TG: TG: TG: clear night. She sees the stars, so many
CG: _201 _203 _210 of them, but she was wondering why
Learning Tasks Learning Tasks Learning Tasks Learning Tasks some stars appear big and bright ,
others appear so small and bright and
A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities E. Preliminary Activities
more others appear very small and
1. Drill 1. Drill 1. Drill 4. Drill dim.
2. Review 2. Review 2. Review 5. Review Having done with the lessons
3. Motivation 3. Motivation 3. Motivation 6. Motivation on objects seen in the sky during
B. Developmental Activities B. Developmental Activities B. Developmental Activities F. Developmental Activities daytime and night time, what will you
1. Presentation 1. Presentation 1. Presentation 4. Presentation tell Helen?
2. Discussion 2. Discussion 2. Discussion 5. Discussion Why do some stars appear big and
3. Activity 3. Activity 3. Activity 6. Activity bright? Some stars appear small
but bright? Other stars appear very
C. Generalization C. Generalization C. Generalization G. Generalization
small and dim?
D. Application D. Application D. Application H. Application
Mrs. Gonzales received a potted plant as
Activity 3: Brightness and Dimness of Activity 4: Position of the Sun at Complete the table a gift on her birthday. She told her
Objects seen in the Sky Different Times of the Day daughter to water it every morning. It
Write your answer in your notebook. is a house plant but she thought
a. Which candle looked bigger and a. In the morning, what is the position of the plant will be healthier if she puts it
brighter? the sun?
under the sun. After 2 days, the plant 1. The class of Mrs. Santos is on a field trip
b. Which candle looked smaller and b. At noontime, where is the sun? to
dimmer? looked like the picture. Predict what
c. In the afternoon, where can you find the DiŶosaur’s LaŶd iŶ AŶgeles City,
c. How would you relate the distance the sun? happened to the plant. Why did the Pampanga, the following day. Samantha is
between the 3 candles to their brightness plant wilt so excited to wear her leather
jacket, a birthday present from her uncle in
or dimness?
the USA. The weather forecast is
Assignment: Assignment: Assignment: Assignment: a hot, sunny week. What will you
Ask pupils to conduct an informal interview advise Samantha to wear? Why?
to at least 2-3 farmers in the community using 2. Raul, Tirso and Jake planned to go
swimming on Saturday. Raul wanted to be
the following questions:
at the swimming pool by 12:00 noon.
Jake insisted that they go at 4:00
y season? o’ĐloĐk iŶ the afternoon. Tirso told his
rainy season? two
At the end of the lesson, the The pupils are expected to
pupils should be able to get 75% mastery level in
describe the effeĐts of suŶ’s the weekly tests.
heat oŶ Matter:
Subject aŶiŵals Subject Matter: Subject Matter: Subject Matter:
Lesson 7: Effects of the Heat of WEEKLY TEST
the Sun on Animals
LM: 189_ LM: LM: LM:
TG: 212_ TG: TG: TG:
CG: _22 CG: CG: CG:
A. Preliminary Activities E. Preliminary Activities E. Preliminary Activities I. Preliminary Activities
B. Developmental Activities F. Developmental Activities F. Developmental Activities J. Developmental Activities
C. Generalization G. Generalization G. Generalization K. Generalization
D. Application H. Application H. Application L. Application
Dogs, like people can suffer in the
hot weather. Pedro observed that his
dog is panting, the mouth is open
and the tongue is hanging out.
Why? What should Pedro do?

Draw a situation at home
showing an animal is affected
by suns heat.
SUBJECT: SCIENCE WEEK NO. _10_ GRADING PERIOD: FOURTH GRADING

The pupils are expected to
get 75% mastery level in
the weekly tests.
WEEKLY TEST
LM: LM: LM: LM:
TG: TG: TG: TG:
CG: CG: CG: CG:
E. Preliminary Activities I. Preliminary Activities I. Preliminary Activities M. Preliminary Activities
F. Developmental Activities J. Developmental Activities J. Developmental Activities N. Developmental Activities
G. Generalization K. Generalization K. Generalization O. Generalization
H. Application L. Application L. Application P. Application


Weekly Test: Subject: Science Week No. 1 Grading Period: First Grading

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Weekly Test: Subject: Science Week No. 1 Grading Period: First Grading

Încărcat de

Drepturi de autor:

Formate disponibile

SUBJECT: SCIENCE WEEK NO.

1 GRADING PERIOD: FIRST GRADING_

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Learning Tasks Learning Tasks Learning Tasks Learning Tasks

Assignment: Assignment: Assignment: Assignment:

Assignment: Assignment: Assignment: Assignment:

Remarks: Remarks: Remarks: Remarks: Remarks:

Assignment: Assignment: Assignment: Assignment:

Assignment: Assignment: Assignment: Assignment:

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Assignment: Assignment: Assignment: Assignment:

Remarks: Remarks: Remarks: Remarks: Remarks:

Assignment: Assignment: Assignment: Assignment:

Remarks: Remarks: Remarks: Remarks: Remarks:

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Assignment: Assignment: Assignment: Assignment:

Remarks: Remarks: Remarks: Remarks: Remarks:

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Assignment: Assignment: Assignment: Assignment:

Assignment: Assignment: Assignment: Assignment:

Assignment: Assignment: Assignment: Assignment:

Remarks: Remarks: Remarks: Remarks: Remarks:

Assignment: Assignment: Assignment: Assignment:

Assignment: Assignment: Assignment: Assignment:

Assignment: Assignment: Assignment: Assignment:

Assignment: Assignment: Assignment: Assignment:

Assignment: Assignment: Assignment: Assignment:

Assignment: Assignment: Assignment: Assignment:

Remarks: Remarks: Remarks: Remarks: Remarks:

Assignment: Assignment: Assignment: Assignment:

Remarks: Remarks: Remarks: Remarks: Remarks:

_155__ TG: _155__ TG: _156__ TG: _156__ TG:

Assignment: Assignment: Assignment: Assignment:

_164__ TG: _164__ TG: _164__ TG: _164__ TG:

Assignment: Assignment: Assignment: Assignment:

Remarks: Remarks: Remarks: Remarks: Remarks:

Assignment: Assignment: Assignment: Assignment:

Assignment: Assignment: Assignment: Assignment:

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Assignment: Assignment: Assignment: Assignment:

Remarks: Remarks: Remarks: Remarks: Remarks:

S-ar putea să vă placă și