MATATAG K to 10 School: Grade Level: IV

Curriculum –
Weekly Lesson Log Teacher: Learning Area: SCIENCE

Teaching Dates and Time: Quarter: 3rd QUARTER Week 6

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 Learning Competency 1: The learners identify that energy is something that can cause change including light, sound, and heat energy.
Competencies 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: Recognize that light energy is a form of energy associated with the emission of visible light.
Lesson Objective 4: Provide examples of how light energy can cause changes, such as lighting up a room or photosynthesis in plants.
Lesson Objective 5: Explain how sound energy can cause changes, such as producing sound in musical instruments or conveying information through communication.
Lesson Objective 6: Describe how heat energy can cause changes, such as cooking food, melting ice, or heating a room.
Lesson Objective 7: 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 light energy at school, home, and in the community, such as electric lights, sunlight, and candles.
Lesson Objective 3: Observe sources of sound energy, including musical instruments, electronic devices, and natural sounds, in different settings.
Lesson Objective 3: Identify sources of heat energy, such as stoves, ovens, heaters, and the sun.
Lesson Objective 4: 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.
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

● Canada Agriculture and Food Museum. (n.d.). Energy. Ingenium Canada - Agriculture.
https://ingeniumcanada.org/agriculture/education/educational-activity-kits/energy?
fbclid=IwAR2YtVj7TLSrALxJLRrFplvNAbcXxJep6wtD7BR4jt5drrDGoHTBoupHMxc
● Differentiated Teaching. (n.d.). A beginner’s guide to teaching energy. https://www.differentiatedteaching.com/teaching-energy-in-
science/#Teaching_Energy_Hands-on_Activities_Resources_and_Lessons.
● Gonzales, D. (2016). Waves: Physical Science - Grade 4. https://learning-in-action.williams.edu/education-outreach/files/2018/05/
Grade_4_Waves_S15_v5.2.pdf?fbclid=IwAR08-gdBwusDdWBB3pAkVK_etEjDoNh5EeNig8f0wM4i-ZtJTPDqj4mXTQQ
● 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
● Kidsworldfun. (n.d.). Light Energy - Science Lessons for Grade 4 Students. https://www.kidsworldfun.com/learn-science/light-energy.php
● Kidsworldfun. (n.d.). Sound Energy - Science Lessons for Grade 4 Students. https://www.kidsworldfun.com/learn-science/sound-energy.php
● University of Washington (2014). Sound Energy Unit - Grade 4. Tools for Ambitious Science Teaching.
https://www.esd112.org/wp-content/uploads/4-sound-unit-all-in-one.pdf

III. TEACHING AND LEARNING PROCEDURES

A. Activating Prior Problem-Solving What is energy? Direction: Write the letter Recall previous lesson.
SUMMATIVE
Knowledge Bantay, a playful Aspin, of the correct answer.
1. Short Review: was enjoying his 1. Which of the following ASSESSMENT
possesses mechanical
afternoon in their energy? A. a flat iron
backyard. Suddenly, a B. a dancing girl
lizard fell in front of him. C. a glass of water
In a flash Bantay took off, D. a lighted bulb
covering a meter in hot 2. Which forms of energy
pursuit. Graph Bantay’s is/are produced by a
candle?
motion using the data
I. Heat
below. II. Electrical
III. Light
IV. Sound
A. I and II
B. I and III
C. II and III
 D. III and IV
3. Which form of energy is
present when the
television is turned on?
A. light
B. electrical energy
C. sound energy
D. all of the above
4. Which form of energy is
stored in medicines?
A. light
B. sound energy
C. chemical energy
D. electrical energy
5. Which of the following
are forms of energy?
I. Heat
II. Light
III. Shadow
VI. Atom
V. Electrical
A. I and III
B. I, II, and V
C. II, III, and IV
D. III, IV, and V
B. Establishing Lesson Purpose
1. Lesson TRANSFER OF Study the illustrations Prepare the materials Analyze and describe what
Purpose: ENERGY GAME (20 below. Identify which listed below and follow the
you would see, hear, and
minutes) activity involves the use of steps to understand more
about energy. feel based on the picture
The objective of this energy.
activity is to let the Materials: Pail of water, below.
Stone
pupils understand
that energy can be Procedures:
transferred and can 1. Fill the pail with water
cause change. They until almost full.
will observe the 2. Throw the stone into the
Answer the questions
transfer of energy pail of water.
from themselves to 3. Observe what form of below.
the handkerchief, Which activities involve the energy is present when 1. Use the picture above or
and from the use of energy? Explain why. you threw the ball and the actual TV. What can you
when it hit the water.
handkerchief to the see and hear when the TV is
balls. Analysis Questions: switched on?
Instructions:
1. Have students sit 1. What gave you ability to _______________________
in a circle around throw the stone in the pail?
_______________________
the handkerchief. ___________________________
___________________________ _______________________
2. Have students
hold onto the edge ________ _____________
2. What form of energy is 2. Touch the back part of
of the handkerchief present when you threw
and wave it up and the stone and it moved?
the TV. What can you feel?
down. ___________________________ _______________________
3. Have students ___________________________ _______________________
identify the source ________ _______________________
of the 3. What happened when
____________
handkerchief’s the stone fell into the
energy. water? What form of 3. What forms of energy are
4. Explain that the energy is it? present in watching TV?
___________________________ Choose the answers from
students are
___________________________
transferring energy ________
the list inside the box.
from the movement 4. If you kept on throwing
of their arms to the the stone into the pail
handkerchief. several times, how would
5. Have students that make you feel? What
stop waving the form of energy would it
handkerchief. Once be?
it is still, place the ___________________________
balls on it. ___________________________
_
6. Have students
wave the
handkerchief again.
7. Experiment with
manipulating the
handkerchief in
different ways, to
make the balls roll
around, bounce
gently, or bounce
high.
8. Ask students to
identify the source
of the balls’ energy.
9. To prompt, ask
students if they are
 touching the balls.
Ask students what is
touching the balls.
10. Once students
have identified that
the balls are getting
their energy from
the movement of the
handkerchief, make
the link to the
complete transfer of
energy: students
transfer their energy
to the handkerchief,
and the
handkerchief
transfers this energy
to the balls, making
the balls move. This
is energy transfer in
action!

2. Unlocking
Content 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.

C. Developing and Deepening Understanding

SUB-TOPIC 1: Energy is Day or Night? Sources and Uses of The activity that you just
 Explicati Using the given table, write Light Energy performed represents
on Everywhere or draw an activity you do Brainstorming Session different forms of energy.
that uses energy in the first Students could brainstorm a You got the energy you
In introducing the column. Draw a sun in the list of objects that are sources needed to perform the
idea that energy is next column beside the of light. The teacher could also activity from the chemical
everywhere, the activity if you do this activity let them distinguish if the energy in food. You were
teacher will read the during the day. Draw a object that they have able to throw the stone into
story below: moon in the next column identified emits their own light the water because your body
beside the activity if you do and those that require an converts chemical energy
"Whispers of this activity in the evening external source of light to be into energy for movement
Energy: A Day in a or at night. seen. This is an opportunity (mechanical energy). You
World of for teachers to distinguish probably heard a sound of
Wonders" between objects that emit
Once upon a time in
splash when the stone hit
light and objects that can only the water. This is called the
the bustling town in
be seen when light reflects sound energy. Had you kept
the countryside,
from them and into the eyes doing the activity, you
there lived a curious
of the viewer. would notice that your body
group of 4th-grade
friends – Emma, feels hot which would make
Alex, and Mia. One you sweat. This is heat or
sunny morning, their thermal energy. Read about
teacher, Mr. Diaz, the different forms of
announced an energy, their characteristics
exciting journey into and examples below.
the world of energy.
As the students
settled into their
seats, Mr. Diaz
began, "Today,
we're going to
discover the
incredible tale of
how energy is
everywhere and how
it causes amazing
changes."
The adventure started
with Emma waking up
in her cozy room.
"Imagine waking up to
the warmth of the sun,"
Mr. Diaz said. "The
sunlight streaming
through your window is
a powerful energy that
brings light to the world
and kick-starts the
day."
Eager to explore, the
friends followed
Emma's journey.
"Now, let's think
about lunch," Mr.
Diaz continued.
"When Alex takes a
bite of his mango,
he's enjoying the
energy from the sun.
The mango tree
used sunlight to
make that delicious
fruit. Energy from
the sun is in the food
we eat!"
As the day unfolded,
the friends strolled
through the town,
noticing the wind
gently swaying the
trees. "The wind
carries energy too,"
explained Mr. Diaz.
"It can make the
branches dance and
even turn the blades
of a windmill. That's
energy causing a
change in the
movement of things
around us."
Excitement filled the
air as the friends
entered their
classroom. Mr. Diaz
pointed to the clock
on the wall. "The
ticking sound you
hear is because of
energy – mechanical
energy. It's like a
tiny engine inside
the clock that makes
it tick, showing the
passage of time.
The adventure
continued with Mia
picking up her
pencil. "When Mia
writes with her
pencil, she's using
energy from her
muscles. But did you
know the pencil
itself has stored
energy? When she
writes, she's
transforming
potential energy into
kinetic energy,
causing a change on
paper."
As the school day
came to an end, the
friends gathered
their belongings. Mr.
Diaz smiled, "From
the sunrise to the
ticking clock, energy
is all around us. It
brings light, grows
our food, moves the
wind, and powers
our tools. Now, think
about the changes
you've noticed today
and how energy
 played a part in
each one."
With a newfound
understanding, the 4th-
grade friends left the
classroom, excitedly
chatting about the
incredible journey into
the world of energy and
the changes it brings to
their everyday lives.
 Worked The purpose of Do you save more The teacher can address Match the form of energy in
Example telling the story energy during the day or common column A with the examples
"Whispers of Energy: night? misunderstandings in column B. Write the
A Day in a World of _________________________ about light sources that letters only.
Wonders" is to _________________________ students may have. For
provide an engaging _________________________ example, students might
and accessible _________________________ think the window is a
narrative that _________________________ source of light or that
introduces to the _________________________ the moon makes its own
4th-grade students _________________________ light. It's important not
the concept of _________________________ to ignore these ideas.
energy being __________ Changing the
everywhere and its explanations students
ability to cause have come up with to
changes. Through understand their world
the story, the aim is takes a lot of time,
to make the abstract evidence, and hands-on
idea of energy more experience.
relatable and
understandable for
young learners by
weaving it into
relatable, everyday
experiences.

 Lesson Energy Chain (10- Choose the answer for each Light Investigation Thomas Alva Edison
Activity 15 minutes) item from the words inside Instructions: Investigate invented the electric light
By building chains of the box. possible sources of light in bulb. Think about what life
energy the home and school and was before the invention of
transformations record your observations the light bulb. How does this
students see that using the table below. Put a invention make our life
the Sun is a source I learned that: check mark on the convenient today? How
of energy for living 1. _________ is the ability corresponding box of your would your life be if the light
and non-living to do work. answer. For example, if the bulb was not invented?
things. Energy 2. _________ energy is the object is a light source, Write your answer in a
transformations sum of energy in motion check the light source paragraph form.
allow us to turn and stored energy in box next to the object. If
some less useful objects. not, check the Not a
forms of energy into 3. _________ energy is light source box.
forms of energy that possessed by moving
we need in everyday electrons.
life. 4. _________ energy is
Instructions: stored in molecules or
1. Select one or atoms.
more chains (see 5. _________ is an energy
below for in transit (transferred from
descriptions of one body to another).
chains 1 to 4). 6. _________ is the energy
Distribute the due to the movement of
associated activity molecules.
sheets to students. 7. _________ energy is
2. Have students cut produced by vibrating
out each picture. objects.
3. Have them 8. _________ energy is a
arrange the pictures form of electromagnetic
starting from the radiation that travels
source of the energy through empty space.
onto its last energy
transformation.
4. Have them glue
the remaining 3
pictures in the
correct order.
D. Making Values Integration: Saving Energy! Share your answers in the Saving Energy! Activity
Generalization (activity) to a group or in the class.
A lot of energy is wasted by using more than
 Learners we need. Saving energy means using less
’ Takeaways energy by not wasting it and using only the
energy we need.
How can you save energy?
___________________________________________
_______________________________
I already save energy by:
________________________________________________
______________________________________
In the future, I will try to save energy by:
 Reflecti ___________________________________________
on on ___________________________________________
Learning

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

A. Evaluating Learning
Read carefully the True or False. Read Direction: Read each Direction: Read each item
Formativ questions below. carefully the item carefully. Write the carefully. Write the letter of
e Assessment Choose the correct statements below. letter of the correct the correct answer.
answer from the Write True if the answer. 1. Which of the following
choices below each statement is true; 1. Which form of energy shows that electrical
question. Encircle the otherwise, write False does a moving object energy is changed to light
letter corresponding on the blank space possess? energy?
to the correct answer. before each number. A. light energy A. hot iron
1. What happens to __1. The Sun is the B. sound energy B. lighted fluorescent bulb
energy when it is main source of energy C. chemical energy C. switching on the radio
transformed? on Earth. D. mechanical energy D. a boy running after
 a. It disappears. __2. Energy exists only 2. Which form of energy drinking water
b. It becomes in certain places, not is transferred from one 2. Which energy
louder. everywhere. object to the other? transformation occurs in a
c. It changes __3. Too much A. Heat energy flat iron?
from one form to exposure to sunlight B. light energy A. electrical energy to heat
another. will harm our body. C. sound energy B. mechanical energy to
d. It turns into D. mechanical energy light
water. For item no. 4, please refer 3. Which device uses C. chemical energy to
to the images below. chemical energy to sound energy
2. When people use produce sound? D. chemical energy to
our natural resources A. generator electrical energy
wisely, they are B.television 3. How does energy
______________ our C.radio transform when strumming
natural resources. D.microwave oven a guitar?
a. Renovating 4. Which example has A. electrical energy to light
b. Condensing __4. The correct order chemical energy present energy
c. Conserving of energy transfer is: in it? B. chemical energy to light
d. Pollinating sun → an eating kid → A. electric circuit energy
3. Which sentence is kids playing → B. light bulb C. chemical energy to
not true about heat vegetables. C. medicine sound energy
energy (thermal __5. Appliances such as D. television D. mechanical energy to
energy)? electric fans should be 5. What form of energy sound energy
a. Heat can only move turned off when they are can travel through a 4. Which of the following
from warm to cool not used. vacuum or an empty gives the correct order of
place. space? energy transformation in a
b. Heat energy can be A. electrical energy burning candle?
felt as warmness. B. light energy A. chemical – light– light
c. Heat moves from C. mechanical energy B. chemical – light – heat
cool to warm place. D. sound energy C.heat – chemical – light
d. Heat can change D.heat – light – chemical
states of matter. 5.What is always
4. Which of the produced when there is
following is an energy transformation?
example of light A. chemical
energy being used for B. electricity
communication? C. heat
a. Traffic lights D. light
b. Microwave oven
c. X-ray machine
d. Laser surgery
 5. Which of the
following sources of
light is natural?
a. Sun
b. Lamp
c. Candle
d. Flashlight
Homework
Note observations on Effective Practices Problems Encountered
any of the following
areas:
B. Teacher’s strategies
explored
Remarks:
materials used

learner
engagement/
interaction

Reflection guide or prompt can be on:

• • principles behind the teaching

What principles and beliefs informed my lesson?

C. Why did I teach the lesson the way I did?
Teacher’s • • students
Reflection
What roles did my students play in my lesson?
What did my students learn? How did they learn?
• • ways forward

What could I have done differently?

What can I explore in the next lesson?

PREPARED BY: