Science

4 Quarter 1

LEARNER’S MATERIAL
 Republic Act 8293, section 176 states that: No copyright shall
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Borrowed materials (i.e., songs, stories, poems, pictures, photos,

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owners. The publisher and authors do not represent nor claim
ownership over them.

This module was carefully examined and revised in accordance

with the standards prescribed by the DepEd Region 4A and Curriculum
and Learning Management Division CALABARZON . All parts and
sections of the module are assured not to have violated any rules stated
in the Intellectual Property Rights for learning standards.

The Editors

PIVOT 4A CALABARZON
 Science
Grade 4
Regional Office Management and Development Team: Job S. Zape, Jr., Ma. Leonora M.
Natividad, Romyr L. Lazo, Fe M. Ong-Ongowan, Lhovie A. Cauilan, Jayson Orosco

Schools Division Office Development Team: Brayan P. Monterey, Maria Theresa F.

Cabullo, Myline A. Dela Cruz, Ruchella D. Padillo, Arnold T. Liveta, Katrina B. Tapay,
Jhonah A. Calib-og, Rosalie A. Justimbaste, Larriza R. Bercasio, Flora C. Balde

Science Grade 4
PIVOT IV-A Learner’s Material
Quarter 1
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes

PIVOT 4A CALABARZON
 Guide in Using PIVOT Learner’s Material

For the Parents/Guardian

This module aims to assist you, dear parents, guardians, or siblings

of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide the information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most Essential
Learning Competencies (MELCs) in Science as prescribed by the
Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace and time.
Furthermore, this also aims to help learners acquire the needed 21st
century skills while taking into consideration their needs and
circumstances.
You are expected to assist the child in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the IDEA
instructional process. This will help you attain the prescribed grade-level
knowledge, skills, attitude, and values at your own pace outside the normal
classroom setting.

The module is composed of different types of activities that are arranged

according to graduated levels of difficulty—from simple to complex. You are
expected to answer all activities on separate sheets of paper and submit the
outputs to your respective teachers on the time and date agreed upon.

PIVOT 4A CALABARZON
 PARTS OF PIVOT LEARNER’S MATERIAL

Parts of the
Description
LM

The teacher utilizes appropriate strategies in

What I need to presenting the MELC and desired learning outcomes
Introduction

know for the day or week, purpose of the lesson, core

content and relevant samples. This allows teachers
to maximize learners awareness of their own
knowledge as regards content and skills required
What is new for the lesson.

The teacher presents activities, tasks , contents of

What I know value and interest to the learners. This shall expose
Development

the learners on what he/she knew, what he /she

does not know and what she/he wanted to know
What is in and learn. Most of the activities and tasks must
simply and directly revolved around the concepts
to develop and master the skills or the MELC.
What is it

The teacher allows the learners to be engaged in

What is more various tasks and opportunities in building their
KSA’s to meaningfully connect their learnings after
Engagement

doing the tasks in the D. This part exposes the

learner to real life situations /tasks that shall
What I can do ignite his/ her interests to meet the expectation,
make their performance satisfactory or produce a
product or performance which lead him/ her to
What else I can
understand fully the skills and concepts .
do

The teacher brings the learners to a process where

What I have they shall demonstrate ideas, interpretation,
Assimilation

learned mindset or values and create pieces of information

that will form part of their knowledge in reflecting,
relating or using it effectively in any situation or
What I can context. This part encourages learners in creating
achieve conceptual structures giving them the avenue to
integrate new and old learnings.

PIVOT 4A CALABARZON
 Special Properties of Matter
Weeks Lesson
1-2 I
In this lesson, you will discover the special properties of materials and
the changes that will happen when they are exposed to certain conditions.
You will learn how to classify materials based on their ability to absorb
water, float or sink in water , and undergo decay.

Examine the two set of pictures in Figure 1 below. These materials

are commonly found at home and are grouped according to their proper-
ties. Can you identify the properties or characteristics by which they will
be grouped and classified?

SET A SET B

Figure 1. Materials found at home

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 Properties of Matter

What can you say about the pictures in Set B? Do you think that
these materials have the ability to absorb water also? If you placed all
these materials in water, which materials will have the ability to sink or
float in water?
Porosity is the property of a material to absorb liquid like water. Po-
rous materials have plenty of spaces or holes called pores where liquid
can be quickly absorbed. In Set A, you see that towels, tissues and
sponge are good materials that absorb water. They are used at home for

The ability of materials to absorb water is due to the presence of

loose fibers with lots of pores or holes between the particles that make up
the materials. In sponge, for example, these hole or pores absorb water,
making the sponge swell. When you are cooking, you make sure that ma-
terials are clean before using them. When you squeeze the sponges, you
are forcing the water or liquid cleanser out of the holes that cleans the
surface of the dishes, glasses or spoons that you washed and used in
cooking.

Other materials that absorb water like tissue paper, cottons, and cloth
are called porous materials. These materials can easily undergo decay
also. This happens because the presence of water or moist in the mate-
rials can cause degradation of the materials due to presence of microor-
ganisms that harbors or pile up in the materials.
Materials like plastic or metal spoons and forks, porcelains, cups,
iron nails, aluminum cook wares and glasses that you used at home do
not absorb water or liquid, hence, they are called non-porous materials.
There are no holes or spaces between their particles.

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 Look at the pictures. Can you identify which materials have the
ability to absorb water? float or sink in water? Or will undergo decay?

The ability of materials to sink or float in water depends on their den-

sity. Density is the amount of mass of an object per unit volume. Water
has a density of 1 g/cc (gram/cubic centimeter). If the density of an object
is higher than the density of water, that object will sink in water. But if
the density of the object is less than the density of water, the object will
float in water. Different materials have different densities. For example,
gold will sink in water because its density of 19.3 g/cc is higher than the
density of water which is 1 g/cc.

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 Examine the picture of ice cubes above.
What do you think will happen to the ice cubes if you place them
in water?

What about these used styro cup for noodle , a ship and a metal
bell, will they sink or float in water? Let us discover more about these
abilities of materials to absorb water, float or sink and undergo decay in
the different activities designed for you.
Remember to seek help from elders if needed. In answering the ac-
tivities, write all your answers in your notebook.

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9
 I
Learning Task 1: Perform the activity. Write your observation as indicated in

Materials:
Small basin with 3/4 full of water
1. paper towel 2. styro cup 3. piece of bread 4. glass 5. spoon
6. facial tissue 7. plastic cup 8. detergent 9. clothes pin 10. rice grains

Steps:
1. Prepare small basin with 3/4 full of water. (You can replace water after
each task if needed)
2. Soak each of the materials numbered 1 to 10, one at a time.
3. Test each material if it will absorb water .
4. Copy table 1 to write your answer by putting a check (/) mark in
column I.
5. Observe if these materials will float or sink in water.
6. Check each item that float or sink in columns II and III, respectively.

Table 1. Ability of the materials that absorb water, sink or float

Materials Absorb water Sink Float

(I) (II) (III)
1. paper towel
2. styro cup

3. piece of bread

4. glass

5. spoon

6. facial tissue

7. plastic cup

8. detergent soap

9. clothes pin

10. rice grains

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 D
Learning Task 2 : Study the picture of a family having their dinner.
Identify at least 3 porous and 5 non-porous materials. Write your answer
in the chart given below.

Porous Non-porous
Materials Materials

Learning Task 3 : Analyze each situations that happened at home

carefully. Then, write your answers briefly.

Situation 1:

A glass of juice was accidentally spilled on the table. What should you use
to dry the table? Why?
_____________________________________________________

Situation 2:

You filled a jar with water up to its filling mark. Your mother asked you to
put ice cubes, some cube slices of apple and powdered juice crystals for a
very special drinks during lunchtime.
1. What will you do with the amount of water filled in the jar? Why?
2. What do you think will happen to the juice crystals?
3. What will happen to the ice cubes and cube slices of apples, will they
float or sink?

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E
Learning Task No. 4 : Identify which material will float or sink in water.
Check the column that corresponds to your answer.
Materials Float Sink

1. paper clip
2. rock
3. ball
4. ship
5. feather

A
Learning Task No.5 : Choose the letter of the best answer.

1. Which of the following materials will SINK in the water?

A. big stones C. styro cup
B. empty bottle D. feather

2. What kind of materials enable the boats to float in water?

A. wood/bamboo that are denser than water
B. wood/bamboo that are less dense than water
C. light metal
D. plastics that are denser than water

For number 3 to 4,

3. What properties of materials are common among coins, spoon and

iron ?
I. non-porous III. porous
II. more dense than water IV. less dense that water
A. I and II B. I and IV C. III and II D. I only

4. Which property make these materials sink in water?

A. II B. I and IV C. III and II D. I only

5. Which material will most likely undergo decay?

A. aluminum C. water
B. left over foods D. plastic cups

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 Changes in Solid Materials
Weeks
I Lesson
3-4
In this lesson, you will describe changes in solid materials when
they are bent, pressed, hammered, or cut. Read the poem below. Can
you name materials that can be bent, pressed, hammered or cut?

Bend it, Stretch it, Hammer it, Break it

By: May Natividad

At home, I know
A wood cabinet is hard. I can`t bend , nor stretch it.
But then I found in my room,
My broken crayons , pencils and metal key, lied in the window.
My younger brother played with them, so I placed them in a row.
My mother saw these, and she gave me coins to buy a metal case that is
new. So I got on my bicycle and bought a hammer. But along the way, I
found a tin can, so I did bring it home, too.
I pressed and hammered a tin can to make a pencil case.
So this time I know,
All things I can keep in it, surely will be safe and always look new.

What are the different solid materials mentioned in the poem?

What are the different ways by which these materials are changed?

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 You have read in the story the different solid materials found at
home. These materials have their own property or characteristics. A
wooden cabinet can`t be bent because it`s very tough but they can easily
be shaped. Unlike the wood cabinet, crayons and pencils are brittle. The
metal key is tough, hard and has luster. A tin can is shaped into pencil
case. This means that metals are malleable, that which can be ham-
mered into thin sheets. This property is called malleability. In car man-
ufacturing companies, bending of iron and steel bars are done in making
the parts of the bicycle or other automobiles , and appliances found at
home. Isn`t that amazing?
Metals are usually shiny, and can conduct both heat and electricity.
You probably observed electric wires at home. The materials used for this
are copper wires. When bent and hammered into thin wires, they will
change in size and shape only, but there`s no new material formed.
Ductility is associated with the ability of the materials to be hammered
thin or stretched into wire without breaking. A ductile substance can be
drawn into a wire. Other examples of ductile materials include gold, silver,
and copper. Other solid materials can be bent like pencil, crayons, and
small twigs . They are brittle.
Look at the pictures below. These are materials that have been
shaped or made into another material . Can you name each material
found in Figure 2. Tell what process caused the changes in its size, shape
or texture that make them useful in our daily lives.

Figure 2. Materials made into useful products based on its property

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 Solid materials can be changed in many ways: by cutting, tearing,
bending, pressing, and hammering. Such actions may change the materi-
al’s size, shape, texture, color and other characteristics or properties but
no new material is formed. Let us try to investigate these properties of ma-
terials in the following learning task specially designed for you Hope you
will enjoy learning

Let us try to investigate these properties of materials in the following learn-

ing task specially designed for you Hope you will enjoy learning !

I
Learning Task No. 1 : Investigate what materials have the ability to bend,
hammer, cut, or pressed.

Materials: clay, bottle cap, iron nail, hammer, scissors, cloth

Steps:
1. Get all the materials needed.
2. Do the following:
2.1. press a clay
2.2. bend a plastic bottle
2.3. cut a piece of used cloth
2.4. hammer a piece of nail in a wood
3. Observe what changes happened in each material.
4. Record your observation by completing the graphic organizer below.

1. Bend a plastic
Press a clay 2.
bottle

Cut a piece of
3. 4. Hammer a nail
cloth

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D
Learning Task No. 2: Do the activity below. Use only the materials
that are available in your place or at home.
Materials:
1pc of candle, aluminum foil, wooden stick, plastic cup, chocolate
bar, match sticks

Steps:
1. Try to bend, cut, hammer or press each of the materials listed in
Table 1 below.
2. Write in column 2 what you can do to change the material.
3. Write in column 3 to describe the changes that occurred in the
material.
Changes in Solid Materials

What can I do to What changed

Material change the happened to the
material? material?

Candle
Aluminum foil
Wooden stick

Metal clothes line

or washing line

Chocolate bar
Match stick
Pencil
Crayons
Used paper bag
Plastic glass
Glass bottle
Iron rod or stick

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E
Learning Task No. 3: Using the given materials, do the following steps
below. You may choose the materials that are available at home.

Materials:
Stone, playdough, eraser, sponge, ruler, elastic band, string,
ball, cloth, plastic straw, metal spoon, piece of wood

Steps:
1. With the given solid materials show ways by which you can
change the characteristics of the materials.
2. Check each column where each material responds appropriately.

Properties of Solid Materials

Solid Bend Hammer cut press

material
Stone

Playdough
Eraser
Sponge
Ruler
Copper wires
Plastic straw
Ball
Cloth
ballpen
metal spoon
metal roof

Guide Questions:
1. Describe what happened to solid materials when they were cut,
press, hammer or bent.
2. Did they form a new material? Why

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 A
Learning Task No. 4: Examine the different solid materials given below.
Choose the physical activity that will cause the material to respond.
Write the letter( s) of the BEST CORRECT answer (s).
A. bent B. cut C. hammered D. pressed

1. 2. 3. 4.

5. 7. 8.
6.

9. 10. 11.

12 13 14 15

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 Changes in Materials
Lesson Weeks
I 5-6

In this new lessons, you are expected to describe changes in the

properties of materials when exposed to certain conditions such as
temperature or when mixed with other materials.

Try to sip some iced tea or cold water while you are going through all
the learning tasks in this module. What did you fell? Don`t you know that
cold water have more dissolved oxygen that`s why it feels better to sip cold
drinks than a non-cold drinks?
Recall what happened to ice cubes when they were exposed to heat.
The ice cubes melted. What made the ice cube melted? See figure 3. below.

Figure 3. Effect of heating in the phase of materials

Effect of Temperature in the Phases of Materials

At constant pressure, the state of materials depends on the tempera-
ture by which they are exposed. The ice cube or the solid phase of water,
as seen in Figure 3 above will melt if taken out of a freezer and stayed long
at room temperature. The water that boils turned into gas or vapor that
comes out of the kettle if left at high temperature for too long.
Temperature is the measurement of the amount of heat energy pre-
sent in the surroundings. There is an exchange of heat between the sub-
stance and the surroundings. This means that heat can be absorbed by
the materials or can be released by the materials. When the heat is ab-
sorbed by the materials, the temperature will increase, thus the material
is hot. If heat is removed or released by the materials, temperature will
decrease, thus it is cold.
Temperature varies depending on the environment from where the
materials are exposed. For example, we feel very hot during summer days
because of the intense heat of the sun. Some places in our country regis-
tered a temperature of 40 OC. This is very hot because our normal body
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temperature is about 37OC. If your temperature is above 37 OC, you may
experience fever. This is the reason why you are advised by doctor to take
medicine and take plenty of water to lower the temperature.
Another changes in the materials due to the application of heat is
called melting. This process that happens when solid material changes
into liquid form. The heat coming from the environment made the ice cu-
bes melted when they are removed from freezer. The temperature in the
freezer is O0 C (read as zero degree centigrade or zero degree Celsius).
Thus, when ice cubes were exposed to heat in the environment, the high
temperature of the environment caused the melting of ice cubes.
Generally, an increase in the temperature turns solids into liquids
(melting), liquid to solid (freezing), liquid into gases (evaporation), solid
into gas (sublimation), and boils water at certain point (boiling ).

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 When materials reached its melting point, solid materials changed
into liquid. The temperature at which the liquid will change back to solid
is called its freezing point. The melting point of ice is 00C, this is also
the freeing point of water. The boiling point, or the temperature at which
water boils, and turned into gas is 100 0C . Amazing! That is why water
exists in three phases depending on the condition by which its exposed to
different temperature. If the change is from gas to liquid as the tempera-
ture falls below it, it is the condensation point.
The state of substances in solid, liquid or gas phases is largely deter-
mined by its temperature. At each threshold level of temperature, the
material will change its state. These changes may either be physical
changes or chemical changes. Physical changes like melting of ice cubes,
lighted candles, floor wax, margarine , chocolate bar, crayons, and butter
resulted to changes in their shape, sizes and texture. There are no new
materials formed. When cooled, these materials recover their original
physical state .
Metals expand when heated and contracts when cooled. They re-
sulted to changes in size. Some materials when exposed to heat or differ-
ent conditions of temperature resulted to chemical changes. Burning of
woods and matchsticks turned the materials into ashes.

Combustion of engines results to burning of fuels that causes the

cars and airplanes to move or run its functions. Combustion, also
known as burning, is the basic chemical process of releasing energy from
a fuel and air mixture. In an internal combustion engine (ICE), the igni-
tion and combustion of the fuel occurs within the engine itself.
The engine then partially converts the energy from the combustion to
work.

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Change in Materials When Mixed with Other Materials
During hot weather, halo-halo is a favorite food. Have you seen
and tasted halo-halo? Look at the picture of halo-halo below. What are
the materials mixed together to form a mixture of halo-halo?
Mixture is a substance made by mixing other substances together.
It is the product of the random distribution of one substance through an-
other without any chemical reaction, as distinct for a compound. ike in
halo-halo and wet clothes where water is mixed with the fabric.

Types of Mixtures
Mixed materials can be classified depending on the appearance of the
resulting mixture. When solid materials are mixed with solid materials,
each of the combined/ mixed materials can be easily identified/
distinguished from one another. These mixtures are called heterogenous
mixtures. In halo-halo, you can easily identify or distinguish the ingredi-
ents . It is a heterogenous mixture. Each property of the materials in
heterogenous mixtures do not change. Their sizes, shape and color re-
main the same after mixing them together.

Some solid materials when mixed with other solid materials cannot
be distinguished from each other. The resulting mixture looked the same
all throughout. When sugar is dissolved in water, you cannot distinguish
sugar in the solution. This kind of mixture is called homogenous mix-
ture. Examples of these are liquid medicines, sugar and a salt solution.
Examples of homogenous mixtures include salt dissolved in water or a salt
solution and juice drinks.

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 I
Learning Task No. 1: Examine the pictures below. Identify the process
that cause the materials to change.

1. 3.
2.

water in ice cube

4. maker kept in
the freezer

5.
Moth balls placed in the clothes
cabinet disappeared after one
week exposure in the air

Learning Task No. 2: Write the change in the state of matter/materials

in the above pictures.
1. _____________________
2. _____________________
3. _____________________
4. _____________________
5. _____________________

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Learning Task No. 3: Tell what type of mixtures are formed when these
materials are mixed together.

1. salt dissolved in water

2. mixed toys in the room
3. paper clips and pins
4. soy sauce
5. halo-halo

D
Learning Task No. 4: Do the steps below. Write your observation in the
chart . Based on your observations, answer the guide questions.

Materials: spoon, margarine, butter

Steps:
1. Heat the spoon in a lighted candle. (Seek help from elders.)
2. Put some margarine in the spoon.
3. Heat the spoon with the margarine on it.
4. Observe what happens.
5. Wait for 5 minutes when the margarine cools off. Observe what hap-
pens.
6. Place the margarine in a cool place. If you have refrigerator, place it
in the chiller.
7. Observe what happened to the margarine.
8. Repeat the same procedure, this time using a butter.
9. Record your observation in the table below.

Changes in Materials when Exposed to Temperature

Material Before heating After heating After Cooling

margarine

butter

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Guide Questions:

1. Describe the changes that happened to the margarine and the butter
after heating?

2. What cause them to change from solid to liquid?

3. How would you describe the changes that happened to the materials
when heated?

4. What happens to the material when cooled? Why?

5. What type of change happened in the material when cooled?

6. Describe the changes in the properties of the materials when they are
heated and cooled.

E
Learning Task 5 : Do the activity below. Answer the guide questions af-
ter doing the task.

Materials:
Mixed solution of sugar/condensed milk, water and bits of mango (or any
fruit that is available at home)

Steps:

1. Use a funnel to pour in the ice candy plastic the mixed solution
of sugar/condensed milk, water and bits of mango.
2. Place it in the freezer overnight.
3. Observe what happens to the mixed solution.
4. Describe the changes that happened to the mixed solution when
placed inside the freezer/refrigerator.

Guide Questions:
1. What changes happened to the mixed solution placed in the freezer
overnight?
2. What cause them to change from liquid to solid?
3. What type of mixture was made in mixing sugar/condensed milk in
water? sugar solution with bits of mango?
4. Describe the changes in the properties of the materials when they are
heated and cooled.

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A
Learning Task No. 6 : Fill in the blank with the correct answer.

When some solid materials are heated, it absorbed heat. The heat
absorbed/added to the material caused the material to change its form
from 1.________ to 2._________. The materials also changed its
3._________, 4._________ and 5.___________, when heated.

When some materials are cooled, it removed/released heat. The

heat removed/released from the materials caused the materials to change
its form from 6.__________ to 7.__________. The material also changed its
8.__________, 9.__________ and 10.__________, when cooled.

Learning Task No. 7: Choose the letter of the best answer.

1. When a material was cooled, what happens to its temperature?

a. disappear
b. remain the same
c. increased
d. decreased

2. Mark heated a chocolate bar to make a chocolate syrup. Which of the

following described the changes that happened in the property of
the chocolate bar when it is heated?
a. shape
b. size
c. A and B
d. size but not the shape

3. What will happen to metals when heated?

a. expanded c. contracted
b. frozen d. melted

4. When solid material is mixed with other solid material, the materials
can be easily identified from one another. What type of mixture is
formed?
a. homogeneous mixture c. solid materials
b. heterogeneous mixture d. mixed materials

5. What do you call the type of mixture in which the resulting mixture
looked the same throughout?
a. solid mixture
b. mixed materials
c. homogeneous mixture
d. heterogeneous mixture

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 Identifying Changes that are Useful and
Harmful in the Environment
Weeks
I Lesson
7-8

The learning tasks in the previous lessons will help you to identify
the changes in materials whether useful or harmful to one`s environment
which is the focus of this lesson.

See figure 4 below. Is the place clean? Have you seen places like these
in your community or in other places that you have been?

Figure 4. The clean environment

You probably have spent time with your friends and other relatives in
a swimming or playing in a clean and safe playground before pandemic
occurred. Have you enjoyed your activities in this kind of place?
The immediate place where you are exposed to is your environment.
In a sea or river, there are different things that you may see. There are
living and non-living things found in them. The natural environment
where you are now is your home with your family and other organisms as
the living component. In the sea, there are rocks, stones, sand and water
that are found . These are the non-living things where humans and other
living organisms interact. What are the living and non-living things found
in the playground? Are there activities that may be useful or harmful in
your environment?

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 There are interactions that lead to changes in the materials found
in our home and in our environment. Seas are the habitat or environment
for fish and other marine organisms. The playground has some benches
and slides where you may rest or play . These materials making up the
environment are always changing. Do want to know why?
When land or bodies of water are dumped with garbage of any
kind such as empty bottles, plastics, toxic wastes, chemicals from the fac-
tories, and others, the land and bodies of water become polluted. Land
and water pollution are not useful in the environment. Water pollution
is very harmful because the fish will be harmed as their habitat will be
destroyed. Trees when cut can be harmful because some animals live on
trees. This will also cause flood in the area. It causes soil erosion, loss of
habitat to animals, rapid change in temperature and affects the quality of
air that we breathe.
Polluted land serves as breeding places for flies, cockroaches and
rats. These pests carry germs that cause diseases, hence hazardous to
one’s health.

The use of fertilizers and other chemicals in plants harm our envi-
ronment. This will lead to problem of air, water and soil pollution. The
nutrient enrichment phenomenon known as eutrophication will deteriorate
the water quality leading to death of fishes. In addition to this, the seep-
age of fertilizers and pesticides also pollutes the ground water that we use
for our daily household use.

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 The harmful effects of changes in the environment are oftentimes
caused by human activities. When the surrounding air is blanketed with
smoke from factories and motorized vehicles, ashes and other dust parti-
cles, the air becomes polluted. Polluted air causes skin itchiness, lung in-
fections, cancer and other respiratory diseases. Burning of garbage such
as plastic materials, rubber and other wastes is harmful also to the envi-
ronment. Many items in household garbage when burned release dan-
gerous toxic materials that contribute to global warming.
Because the smoke is close to the ground, it can also settle on fruits,
vegetables and other vegetation that becomes dangerous for humans con-
sumption and destruction of wildlife.
However, there are changes in the environment that are found to be
useful. The flowering of trees into fruits, utilization of left over foods into
compost, the use of animal manure for fertilizers and the recycling and up-
cycling of different local materials are helpful to keep the environment
clean and more adaptable for human, plants and animals to live. This will
lead to activities in food production and maintenance of a clean and green
environment.

PIVOT 4A CALABARZON

29
I
Learning Task No. 1: There are human activities that are either useful
or harmful in the environment. Complete the table below by examining
the situation/picture.

Picture/ Human activi- Useful or Effect in the

Situations of ties shown in Harmful Environment
the picture
Human Activi-
ties

https://images.app.goo.gl/
wc4vL93yrtVrxMbQ9

Planting of
vegetables
in a vacant
lot

https://images.app.goo.gl/
sdm9DpR1oK69jYXy9

PIVOT 4A CALABARZON

30
 D
Learning Task No. 2 : Draw a happy face if the given situation states
changes in the materials that are useful in the environment and sad face
if it states harmful effect.
1. Cutting and shaping pieces of used wood/lumber into chair.
2. Water on rivers and streams become contaminated with plastic
wastes.
3. Lung infections and other respiratory diseases become rampant due
to excessive smoke from factories and motorized vehicles.
4. Recycling of waste for organic fertilizers.
5. Dumping of garbage in bodies of water..
6. Cutting of trees in the community.
7. Vegetable gardening.
8. Flowering of trees for early onset of fruiting.
9. Clean up drive in the community.
10.Flies, cockroaches and rats breed on garbage thrown on the
street.

Learning Task No. 3 : What kind of pollution is described in each

situation? Choose the letter of the best answer.
A. Air pollution B. Water pollution C. Land pollution
_________1. Farmers can no longer harvest vegetables.
_________2. Red tide is affecting the northern coast of the country.
_________3. The smell of the garbage is suffocating the villagers.
_________4. Mine tilling are thrown in rivers.
_________5. Garbage is thrown in empty spaces in residential areas.
_________6. Factories release harmful smoke.
_________7. Chicken manures release foul odor all over the town.
_________8. Villagers dump their trash on a vacant lot at the back of the
school.
_________9. Fishermen use dynamite while fishing.
_________10. Using detergent soap while washing clothes in the river.

PIVOT 4A CALABARZON

31
Learning Task No. 4. : Identify the following changes that will happen
in the materials in each activity or situation. Tell whether they are use-
ful or harmful in the environment. Write the correct answer in the proper
column.

1. cutting of trees 7. throwing detergents into the

2. shaping of wood to make furniture sewage

3. hammering/shaping iron to make 8. killing animals in the forest

bolo 9. sewing fabric to make
4. burning of old tires clothes

5. shredding paper for paper mache 10. dumping garbage into the
river
6. cooking of food

Useful Harmful

PIVOT 4A CALABARZON

32
 E
Learning Task No. 5. : Read the situation below. Write your reflection in
a separate sheet of paper/notebook.
Materials: paper/notebook pen color pens/crayons
1. Recall a situation at home or in the community where you participated
in keeping the environment clean. If there are no experiences yet, try to
make a plan of joining any clean up drive or doing some household ac-
tivities that will be useful and help to save the environment.
2. Write a 3-5 sentences regarding your experiences. Use the template be-
low:
I understand that_______________________________________________.
I realized that____________________________________________________.

A
Learning Task No. 6: Read each situation carefully. Choose the letter of
the BEST CORRECT answer.
1. The following activities done in the materials are useful to the environ-
ment, EXCEPT ___________.
A. both sides of the bond paper were used when writing.
B. old newspapers were used in wrapping gifts.
C. eco bag was used in buying groceries.
D. insecticides were used in killing insects.
2. Which activity caused change that has harmful effect in the environ-
ment?
A. carved wood C. molded clay pot
B. landscaped land D. deforested mountain
3. Which of the following changes in the materials is NOT harmful to the
environment?
A. Throwing garbage in the canal.
B. Using paper bags when shopping.
C. Throwing hospital wastes into the river.
D. Using detergents in washing clothes in the river.
PIVOT 4A CALABARZON

33
 4. Which activities are useful in the environment?
I. Burning of garbage II. Vegetable gardening
III. Deforestation IV. Composting
A. I and III C. I, II and III
B. II and IV D. II, III and IV

5. What is/are the harmful effect of melting of ice/glaciers in other parts

of the world?
I. flood III. forest fires
II. Destruction of habitat of some animals IV. Drought
A. I, II and III C. I and II
B. II and IV D. IV only

References

Abutay,L.et.al., (2015). Teachers Guide Science Grade 4. DepEd

Balatbat, F. P. et.al., (2015). The New Science Links 4. Rex Bookstore Inc.

Ball, D. W. Key, J.A. and Jessie A. Key Phase Transitions. Melting, Boil
ing and Subliming.https://opentextbc.ca/introductorychemistry/
chapter/phase-transitions-melting-boiling-and-subliming-2/

Magbanua, G. O. et.al., TREK 4 (Technology, Research, Experiment,

Knowledge).
Natividad, M.L.M., Rojas, M.D. and Papa, K.A. Compilation of enhanced-
Daily Lesson Log in Science 4. SDO Cabuyao City.
Learner’s Material in Science 4 (2015) LEXICON PRESS, INC.
Learners Material. 2015. DepEd

What is the Effect of Temperature in States of Matter. https://

sciencing.com/effect-temperature-states-matter-8601348.html . Retrieved
online July 22, 2020.

PIVOT 4A CALABARZON

34
 35
PIVOT 4A CALABARZON
1. A 2. B 3. A 4. A 5. B
Learning Task No. 5
Situation 1:
1. / sink 1. use cloth or tissue paper to dry the
table
2. / sink 2. They absorb water
Situation 2:
3. /float 1. Remove about 1/4 or less water in
4. / float the jar to allow space for other mate-
rials
5. / float 2. Juice crystals will be dissolved in
water
3. float
Learning Task No. 4
Learning Task No. 3:
Materials Absorb Sink Float
water
(II) (III)
(I)
1. paper towel / /
2. styro cup /
Porous Non-porous 3. piece of bread / /
Materials Materials 4. glass
Plastic contain-
/
Wood ta-
er 5. spoon /
ble
Food/rice glass 6. facial tissue / /
fish spoon 7. plastic cup /
Bottle 8. detergent soap / /
fork 9. clothes pin /
plastic chair 10. rice grains / /
Table 1. Ability of the materials that absorb water,
sink or float
Learning Task No. 2 Learning Task No 1
Weeks No. 1-2
Answer Key
 36
PIVOT 4A CALABARZON
:
Solid Bend Hammer cut press
material 1. A, B, D
Stone / 2. A, B
Playdough / / / 3. A,B,D
Eraser / / / 4. B,D
Sponge / / / 5. B
Ruler / / 6. A,C
copper / / / 7. A,B
wires
Plastic / / 8. B
/
straw
9. A,B,D
Ball / /
10. A,C
Cloth / / /
11. A,B,C
bullpen / / /
12. B,C
metal / / /
spoon 13. A,B, D
metal roof / / /
14. A,C
15. A,B
Learning Task No. 5: Learning Task 4
1. They changed in size and shape.
2. No, because the change is only in the physical state .
Learning Task No. 3
What can I do to What changed
Material change the happened to the
material? material?
Candle bend, cut Shape, size
1. Clay became thin-
Aluminum foil cut Shape, size ner, changed in
Wooden stick Bend, cut Shape, size size and shape
Metal clothes line Bend, cut, ham-
Size
or washing line mered, 2. Plastic bottle was
Chocolate bar Bend, press, cut Shape, size deformed, changed
Match stick Bend, cut Shape, size in size and shape
Pencil Bend, cut, Shape, size
3. Cloth changed in
Crayons Bend, cut Shape, size size and shape
Used paper bag Cut Shape, size
Glass bottle cut Shape, size
4. The nail was dis-
placed in to the
Plastic bottle Cut, bend Shape, size
wood
Iron rod or stick Bend, hammered Shape, size
Learning Task No.2 Learning Task No.1
Weeks No. 3-4
 39
PIVOT 4A CALABARZON
1. solid to liquid 1. change in state from
2. Shape, size and texture Liquid to solid
3. Liquid to solid, size, 2. Freezing, heat is ab-
shape and texture sorbed, the temperature
is low
3. Homogenous mixture,
heterogenous mixture
Learning Task No. 6.
4. Changed in state from
Liquid to solid and
Answers in the Guide Questions:
rfrom solid to liquid
1. change in color, size and shape
1. Heat exposure
Learning Task No. 5
2. Physical change
3. Became solid again, because heat
is absorbed when the materials are Material Before After After
exposed to high temperature heating heating cool-
ing
4. Physical change
6. they changed in state from solid to
margarine Solid liquid solid
liquid and from liquid to solid again
butter solid liquid solid
Learning Task No. 4. Learning Task No.4
1. homogenous mixture 1. solid to liquid 1. Melting
2. Homogenous mixture 2. Solid to liquid 2. Melting
3. Heterogenous mixture 3. Liquid to gas 3. Boiling
4. Heterogenous mixture 4. Liquid to solid 4. Freezing
5. Heterogenous mixture 5. Solid to gas 5. flammability
Learning Task No.1
Learning Task No.3 Learning Task No.2
Weeks 5-6
Answer Key
 Answer Key
Weeks 7-8
Picture/ Human ac- Useful or Effect in the
Situations of tivities Harmful Environment
Human Activ- shown in
ities the picture
Burning of harmful Air pollution,
garbage, Respiratory ailments
tires

Vegetable useful Food production, flood con-

gardening trol or prevents soil erosion

Planting of
vegetables in
a vacant lot

Cutting of harmful Flood, soil erosion, land-

trees or slides, loss habitat of animals
kaining and plants
(slash and
burn)

https://
images.app.goo.gl/
sdm9DpR1oK69jYXy
9

Learning Task No. 2

1. 8.
5.

2.
6. 9.

3.

7. 10.

4.

PIVOT 4A CALABARZON

37
 38
PIVOT 4A CALABARZON
Learning Task No. 4:
Answers may vary depending on
Learning Task No. 3:
the experiences shared by the
pupils.
1. D
2. D
Possible answers:
3. B
I understand that clean up drive
4. B is that I need to join clean up
5. C drive to help save the environ-
ment.
Learning Task No. 6:
Learning Task No. 5:
HARMFUL
1.Burning of old
tires USEFUL
1. C
2.Shaping of wood
2. B
to make furniture
3. A
4.Cutting of 3.Hammering/
trees shaping iron to 4. B,C
7.Throwing de- make bolo 5. A. B, AND C
tergents into the 5.. Shredding paper
6. A
sewage for paper mache
7. A
8.Killing animals 6.Cooking of food
in the forest 8. A, B, AND C
10.Dumping 9. B
9.Sewing fabric to
garbage into the
make clothes 10.B
river
Learning Task No. 4 Learning Task No: 3
For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta, Rizal

Landline: 02-8682-5773, local 420/421

Email Address: lrmd.calabarzon@deped.gov.ph

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