4

Quarter 3
Lesson Exemplar Les
Lesson

for Science 8
Lesson Exemplar for Science Grade 4
Quarter 3: Lesson 8 (Week 8)
S.Y. 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during
the School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized
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ownership over them.

Development Team

Writer:
• Jeruel B. Rubas (Leyte Normal University)

Validator:
• Rutchelle E. Caliwan (Leyte Normal University)

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

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call
the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at
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SCIENCE/QUARTER 3/ GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:

Standards 1. Science processes help in observing and predicting how things move.
2. Gathering scientific information helps explain the behavior of objects and materials.
3. Energy is present whenever there is movement, sound, light, or heat.

B. Performance By the end of the Quarter, learners are expected to:

Standards a. demonstrate an understanding that science processes are used to gain deeper understanding about forces and
energy that cannot be seen directly, including the properties of light, sound, and heat; and
b. apply their observation skills and objectivity to identify where energy is evident in their local communities and
how it is used by people.

C. Learning
Competencies Learning Competency 1: The learners identify that energy is something that can cause change including
and Objectives light, sound, and heat energy.
Lesson Objective 1: Recognize that energy exists in various forms and can be transferred from one object to another
and transformed from one form to another.
Lesson Objective 2: Identify and distinguish between different forms of energy, including light, sound, and heat
energy.
Lesson Objective 3: Describe how heat energy can cause changes, such as cooking food, melting ice, or heating a
room.
Lesson Objective 4: Recognize the importance of safety when dealing with energy sources and devices.

Learning Competency 2: The learners observe and identify sources and uses of light, sound, and heat energy
at school, at home and in the local community.
Lesson Objective 1: Define the concept of energy sources and how they are harnessed to produce different forms of
energy, such as light, sound, and heat.
Lesson Objective 2: Identify sources of heat energy, such as stoves, ovens, heaters, and the sun.
Lesson Objective 3: Develop an awareness of safety considerations when dealing with energy sources and devices,
emphasizing fire safety and prevention.
Lesson Objective 5: Apply the understanding of energy sources to improve energy efficiency at school, home, or in the
local community.

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 D. Content 1. Energy is Everywhere
2. Sources and Uses of Light, Sound, and Heat Energy
3. Light Energy from the sun
4. How to protect oneself from intense light, sound, and heat

E. Integration ● Araling Panlipunan: Economic Services of the Government on Light and Communication
● Health: One must be aware of light intensity and its effects to eyes
● SDG 12-Sustainable Cities and Communities - Responsible use of materials and energy resources in everyday life

II. LEARNING RESOURCES

● Kasas, J. et al. (n.d.). Science Grade 3 Teacher's Manual. Curriculum Development Division (CDD).
https://www.jica.go.jp/Resource/project/png/004/materials/ku57pq00003t6ut6-att/g3_science_tm_02.pdf
● Thermal Energy - Library For Kids
● EvidenceofEnergy.pdf (uwsp.edu)
● keep-exploring-heat.pdf (uwsp.edu)

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge The goal of this game is to review
1. Short Review (10 minutes) the learners of the importance of
sound energy, especially in
Guess the Sound Game communication. After the game,
remind students that sound
The YouTube video is about guessing what causes the sound being played. energy carries a wealth of
information as we have learned to
The learners may be divided into groups for this activity as they try to associate specific sounds with
correctly guess the sound. objects, actions, or environments.

Here are the categories and

sounds with timestamps so you

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 can easily jump to a specific
part. Feel free to play any sound
from the categories, as long as
the learners are able to identify
it.

Household Sounds:
Flushing (0:23)
A Plate Smashing (1:19)
Vacuuming (1:29)
Running Faucet (2:02)
Clock Ticking (2:18)
Electric Drill (4:30)

Animal Sounds:
A Chicken (1:46)
Ducks (2:32)
A Pigeon (3:26)
Guess the Sound Game | 20 Sounds to Guess (youtube.com) A Crow (4:43)
Sheep (4:54)
Process Questions: Cat Purring (3:41)
1. Which sounds were easiest and hardest to guess? Why? Did the category of
the sound (household and animal) make a difference?
2. How can different sounds create different moods or emotions? For example,
how does a plate smashing on the floor make you feel different from that of a
running faucet?

B. Establishing 1. Lesson Purpose (20-25 minutes) In scientific terms, heat refers

Lesson Purpose specifically to the transfer of
Use the activity entitled “Color Chaos: Unlocking the Secret of Heat”. thermal energy from one object
or system to another due to a
By observing how food coloring disperses more rapidly in hot water compared to temperature difference. Thermal
cold water, students can grasp the concept that heat increases molecular motion energy, on the other hand, is the
and thus causes changes. total kinetic energy of the

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 particles within an object or
2. Unlocking Content Area Vocabulary system.

● Energy – is the ability to do work. This means that energy makes things Therefore, while "heat energy" is
happen. The Sun, as the principal source of energy for the Earth, makes often used interchangeably with
other forms of energy possible. thermal energy in casual
conversation, it's more accurate
● Energy Transfer - is the process of moving energy from place to place
to use the term thermal energy
(or from one object to another), but the form of energy does not change.
when referring to the energy
● Heat - transfer of thermal energy from one object or system contained within an object or
Thermal energy - the energy inside of something because of the movement of its system.
particles

By observing how food coloring disperses more rapidly in hot water compared to
cold water, students can grasp the concept that heat increases molecular motion
and thus causes changes.

2. Unlocking Content Area Vocabulary

● Energy – is the ability to do work. This means that energy makes things
happen. The Sun, as the principal source of energy for the Earth, makes
other forms of energy possible.
● Energy Transfer - is the process of moving energy from place to place
(or from one object to another), but the form of energy does not change.
● Heat - transfer of thermal energy from one object or system
● Thermal energy - the energy inside of something because of the
movement of its particles

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C. Developing and DAY 2
Deepening
Understanding Sources and Uses of Heat Energy
1. Explicitation
● Based on the activity “Color Chaos: Unlocking the Secret of Heat “, ask the Caution: Be sure to supervise the
students why they think the food coloring moved faster in the hot water. use of hot water and ensure it's
not too hot for students to touch.
● Explain that heat is a form of energy, and it causes the tiny particles
(molecules) in the water to move faster.
● The faster the molecules move, the more they bump into the food coloring
and spread it around.
● Relate this to real-life examples like how heat helps dissolve sugar in tea or
hot chocolate.
● For the next activity, let the students touch the glass/jar containing the
hot water, and the glass/jar containing the cold water. (You can also use
ice cubes and place them on their palms).
● Let the pupils record what they felt when they touched the ice and the cup
of warm water.

2. Worked Example
● Images below show the expected results from the activity.

Image from: g5_science_text_01.pdf (jica.go.jp)

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 You can introduce the concept of
conduction and convection in this
section.

Image from g5_science_text_01.pdf (jica.go.jp)

• Explain that heat is a form of energy and that it always moves

from warmer objects to cooler objects.

Image from g5_science_text_01.pdf (jica.go.jp)

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● Ask students why their hands did not become warm when
they had ice in their palms and in what direction the heat
moved.

Image from g5_science_text_01.pdf (jica.go.jp)

● Ask students in what direction the heat moves when they

touch the cup of warm water.

Image from g5_science_text_01.pdf (jica.go.jp)

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 DAY 3
3. Lesson Activity
Heating the Buildings and Homes in our Community Activity
Riza was curious after her science class about which source of heat was Use the activity on “Heating the
most popular in her neighborhood for cooking. She asked her neighbors if Buildings and Homes in our
they heated their homes or work locations with either gas, oil, wood, or Community Activity.” Let the
electricity. Just like Riza, find out the sources of heat energy in your students do a little survey in their
community and think about how the information you learn connects to neighborhood on the sources of
other communities. heat energy. Categorize the
sources of heat energy whether it
is wood, electricity, oil, or gas.

C. Making 1. Learners’ Takeaways

Generalizations Why do we need to stay away from intense heat? In this activity, let the students
What could be the result if you leave your mobile phone, laptops, and other answer the following questions on
appliances charging unattended? a piece of paper. Then, you can
What would happen if you leave the food you are cooking unattended? group or pair them with their
Why do our parents always tell us to close the valve of our LPGs after cooking? seatmate to share their answers.
Invite volunteers to share their
2. Reflection on Learning answers in front.
Let the students share their answers in the questions above.

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

A. Evaluating DAY 4
Learning
1. Formative Assessment
I. Multiple Choice
Read carefully the questions below. Choose the correct answer from the choices
below each question. Encircle the letter corresponding to the correct answer.

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1. Which of the following is the BEST example of heat energy? Answer Key:
a. A ball rolling down a hill
b. A light bulb glowing brightly Test I
1. c
c. A pot of water boiling on a stove 2. c
d. A fan blowing cool air 3. c
2. Which of the following is one way that heat is used in our homes? 4. b
a. To power the TV 5. a
b. To run the refrigerator
c. To cook food on the stove
d. To light up the room
3. Which sentence is not true about heat (thermal energy)?
a. Heat can only move from a warm to a cool place.
b. Heat energy can be felt as warmness.
c. Heat moves from a cool to a warm place.
d. Heat can change states of matter.
4. When we feel cold, we sometimes wear warm clothes. How do warm clothes
help us feel warmer?
a. They create heat energy.
b. They trap our body heat.
c. They absorb heat energy from the air.
d. They reflect heat energy back to our body.
5. When you touch a hot pan, heat energy moves from ________.
a. the pan to your hand
b. your hand to the pan
c. the air to your hand
d. the air to the pan

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B. Teacher’s Note observations on
Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

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

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my learners play in my lesson?
What did my learners learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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