Lesson 59

WHOLE BRAIN LESSON PLAN
4th QUARTER
SUBJECT: Science GRADE: Four SESSION: 1-2

UNIT TITLE: Water in the Environment TOPIC: Uses of water from the Different Sources
I. CONTENTS (Knowledge, Concepts, Principles)

a. Sources of water
b. Characteristics of the different sources of water.
II. LEARNING ENDSTATE
1. What should pupils know and be able to do form this portions of the unit? (chunky)?
 Identify the different sources of water
 Describe the different sources and kinds of water.
2. What other self-mastery skills, values and attitudes are being developed?
Learning to THINK: Understand the basic concepts of environmental protection and conservation.
Learning to DO: Demonstrate honesty and accuracy in recording data.
Learning to FEEL: Appreciate the importance of scientific inquiry in promoting health, safety and
environmental protection.
Learning to COMMUNICATE: Explain proper ways of preserving and conserving resources at home, school and
community.
Learning to INTUIT: Foresee the ill-effects of environmental abuse and degradation.
Learning to LEAD: Encourages preservation and conservation of natural resources.
Learning to BE: Young conservationist
III. CRITICAL QUESTIONS FOR THIS PORTION OF THE UNIT:
“What are the essential questions should pupils will answer?”
“What is the importance of using the different sources of water properly? What would be the effect of improper use of the
different sources of water?
“What are the importance ways to do and tools to use to attain an effective understanding of the concepts or knowledge?
 Laboratory Work
 Model Making/Collage Making
 Role Play
 Poster Slogan Making
IV. PROGRAMS, PROJECTS, ACTIVITIES TO ACHIEVE ENDSTATES

The teacher will divide the class into 4 groups. Let each group do the Cooperative Learning strategy wherein members of each
group will be assigned roles for the activity.
V. CREATE RUBRICS FOR ASSESSMENT
Criteria Rating Description Points Earned

a. Accuracy of information Excellent Meets all 4 criteria 4
b. Clarity of message Very satisfactory Meets all of the 3 criteria 3
c. Creativity / novelty Satisfactory Meets 2 of the first 3 criteria 2
d. Neatness Needs much Meets only 1 of the first 3 1
improvement criteria
VI. INSTRUCTIONAL PHASES:
1.) ACTIVATE:
 Review on the topic about soil as natural resource by answering the following questions.
a. What do you think keep the soil moist?
b. Where does water come from?
 “Let’s Watch!”
Let the students watch a short video clip about the different sources of water.
Remind the pupils of the following:
1. Observe proper behavior.
2. Take down words from the video clip presented.
3. Watch and listen carefully.
4. Ask questions about the video after viewing.
2.) ACQUIRE
A. Activity Proper: (Cooperative Learning)
1. The teacher will give an introduction on cooperative learning and the function of each role.
2. The teacher will instruct the pupils to go to their assigned groups and perform the given activity. Safety precautions
will also be reminded to the students prior to the conduct of the activity. Activity sheets will be distributed to each
group to accomplish.
FOURTH GRADING
SCIENCE 4
ACTIVITY 2
“Where Do I Come From?”
I. OBJECTIVE: Identify the different sources of water.
II. MATERIALS: Pictures, cartolina strips, marker, paper tape, scissors activity sheet
III. PROCEDURE:
1. Assign a role to each member of your group.

2. Study the pictures provided to your group.
3. Paste them on the cartolina in column A and label it.
4. Take out the cartolina strips containing sentences or statements.
5. Match each statement with the picture on the left.
6. Paste it opposite the picture on the right column.
Sentence strips with descriptions

It contains plenty of salt
It comes mostly from rain
It comes from water that seeps into the ground into

Sentence strips with descriptions
It is found beneath the earth’s surface
It is found in the seas and water
It is also called surface water
IV. QUESTIONS:
1. What are the sources of water as shown on the picture?
__________________________________________________________________________________________________
2. Name some of the places where water is used.
__________________________________________________________________________________________________
3. How is water used in these places?
__________________________________________________________________________________________________
4. How are the water sources kept safe and clean?
__________________________________________________________________________________________________
V. GENERALIZATION:
We learned that _______________________________________________________________________________

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
B. Presentation of outputs.
1. Allow the groups to present their output and report their answers to the class.
2. Ask:
o Which of these is your source of water at home or in your community?
o How safe is the water that you drink at home?
o How do you make our water resources safe for drinking?
o What are the different sources of water?
C. I SPEAK!” (Composing with Key Words)
 Let the pupils go over the words they have listed from the video presented. Then let them construct sentences about
the video using the words they have listed.
3. APPLY, PRACTICE, FORMATIVE ASSESSMENT

The teacher will distribute worksheets to accomplish by the pupils about the different sources of water using fishbone
organizer.
4. SUMMATIVE ASSESSMENT, CLOSURE & REFLECTION

a. The pupils will work on an interactive quiz on the different sources of water.
b. The teacher will use Zipgrade in checking the papers.
c. How do we make our water resources safe for drinking? Can we live without water? Why or why not?
d. Let the pupils make a poster on a ¼ size illustration board on the different sources of water and its importance to man’s
life.

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Lesson 59

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WHOLE BRAIN LESSON PLAN

SUBJECT: Science GRADE: Four SESSION: 1-2

I. CONTENTS (Knowledge, Concepts, Principles)

II. LEARNING ENDSTATE

“What are the essential questions should pupils will answer?”

IV. PROGRAMS, PROJECTS, ACTIVITIES TO ACHIEVE ENDSTATES

V. CREATE RUBRICS FOR ASSESSMENT

Criteria Rating Description Points Earned

I. OBJECTIVE: Identify the different sources of water.

1. Assign a role to each member of your group.

Sentence strips with descriptions

It comes mostly from rain

It comes from water that seeps into the ground into

It is found in the seas and water

It is also called surface water

We learned that _______________________________________________________________________________

C. I SPEAK!” (Composing with Key Words)

3. APPLY, PRACTICE, FORMATIVE ASSESSMENT

4. SUMMATIVE ASSESSMENT, CLOSURE & REFLECTION

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