Science 4-LE-for COT 2

Learning Area Science
Learning Delivery Modality Modular
LESSON School SBES Grade Level IV

EXEMPLAR Teacher Nizeth S. Reyes Learning Area SCIENCE
Teaching Date and Time May 31, 2021 Quarter 4
Teaching Time No. of Days 1
I. OBJECTIVES
The learners demonstrate understanding of different sources of water suitable
A. Content Standards
for human consumption.
B. Performance The learners should be able to explain the use of water from different sources
Standards in the context of daily activities.
C. Most Essential Trace and describe the importance of the water cycle.
Learning
Competencies
(MELC)
(If available, write the indicated
MELC)
D. Enabling
Competencies
(If available, write the
attached enabling
competencies)
E. Enrichment
Competencies
(If available, write the
attached enrichment
competencies)
The Importance of Water Cycle
II. CONTENT
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide MELC, PIVOT 4A BOW, TG pp. 309-312

Pages
b. Learner’s Material Learner’s Material pp. 267-269
Pages
c. Textbook Pages
d. Additional Materials TV, Radio
from Learning
Resources
B. List of Learning OBS Video Lesson
Resources for Learner’s Packet
Development and
Engagement
Activities
IV. PROCEDURES
 The learners will do the walkthrough of the lesson expectations.
 In this part, the content of the lesson will be presented.
 Learning objectives will also be introduced to guide the learners on the
learning targets founded on KSAV principles.
 The learners will recall the lesson that they had on Quarter 4 Week 2
about the use of water from different sources in the context of daily living
by playing the game 4 pics one word.
 The learners will answer the prompt questions indicated at the beginning
of this portion.
- What comes first into your mind when you hear the word CYCLE?
- Is it something that goes round and round? or is it something the
happens repeatedly?
- When we say cycle it means a series of events that are regularly
repeated in the same order.
- How well do you know the water cycle?
 The teacher and learners are going to sing the water cycle song as an
energizer.
Source: https://www.youtube.com/watch?v=9knlhZF5DYo
Activity Time (ENGLISH INTEGRATION)

Direction: Fill in the missing letter to create a vocabulary word from the
lesson. Write your answer in you notebook.
1. _va_po_ _t_ o _
Hint: the process of turning from liquid into vapor.
Discuss: Evaporation- The sun heats up bodies of water (such as lakes,
rivers and oceans). Water turns to vapor when heated and goes up
A. Introduction
into the air. Plants help in putting water back to the air. Plants remove
water from their bodies through transpiration. The water that leaves
plant bodies goes to the air too.
2. c _ _de _ _ t i _ n
Hint: the conversion of a vapor or gas to a liquid.
Discuss: Condensation happens when cool air changes water vapor
back to liquid water and form clouds in the sky. This is the opposite of
evaporation.
3. pr _ _ i p _ t _ _ io _
Hint: water is released from clouds in the form of rain, freezing rain,
sleet, snow, or hail. It is the primary connection in the water cycle that
provides for the delivery of atmospheric water to the Earth.
Discuss: Precipitation happens when too much water has condensed;
clouds get heavy and water falls as rain. This is precipitation. In some
countries water falls as sleet, snow or hail.
4. t _ ans _ _ _ a t i _ _
Hint: the evaporation of water from plants.
Discuss: Transpiration is the process by which moisture is carried
through plants from roots to small pores on the underside of leaves,
where it changes to vapor and is released to the atmosphere.
 Additional information (MATH INTEGRATION)

Although there is a continuous cycle of water, you might wonder if there
will come a time when we will run out of water. Do you know that about
97% of the water found in our surrounding is salty? Thus, only 3% of this
water is fresh or potable. This very small amount of fresh water is 67%
locked in the form of ice mainly found in Greenland and Antarctic.
Therefore, only about 1% of freshwater is found in rivers, lakes, ponds, and
in the atmosphere in the form of water vapor.
FRESH WATER
3%
SALTY WATER
97%
 The learners will do the activity that they are going to perform that will
help them describe the importance of water cycle.
 Learning Task 1. Prepare the materials listed below. You may ask the
help of your parents/guardians or any adult members of the family if
needed.
Title: “How Important I Am in the Environment?”

Materials:
B. Development
Picture, bond paper, ballpen
Procedures:
1. Study the illustration of a water cycle below.
2. Ask any members of your family especially the older ones to have a
brainstorming about it.
3. Share ideas about the importance of water to man, animals and
plants.
4. Write your ideas in a bond paper.
Questions:
1. What does the illustration show?
2. What is its importance to man? plants? animals?
3. Can life and other environmental processes continue without the
water cycle? Why or Why not?
4. Do you think balance in nature will be achieved if water cycle
processes are not complete? Why do you think so?
5. Why is water cycle important?
 Learning Task 2: Complete the concept map to show the correct cycle
of water.
Water vapor from the

atmosphere changes to
liquid water again to form
clouds in the process called
condensation.
As the sun rises, water

from the oceans and land
evaporates and changes to
water vapor through the
C. Engagement process of evaporation.
 Learning Task No. 3. List down the effect of Water Cycle on Living things.
Good Effects Bad Effects

 Learning Task No. 4. Construct a model of a water cycle. Write the
things that you need and the steps that you have to do. You may use
D. Assimilation
indigenous or recyclable materials in your project.
V. REFLECTION
(Reflection on the Type of  The learners, in their notebook, journal or portfolio will write their personal
Formative Assessment
Used for This Particular Lesson) insights about the lesson using the prompts below.
 I understand that _________________.
 I realize that _________________.
Prepared by:
Nizeth S. Reyes
Teacher I
Checked by:
Enrique A. Dioso
Master Teacher I
Noted by:
Christopher A. Platero
Principal I

Science 4-LE-for COT 2

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Learning Area Science

Learning Delivery Modality Modular

LESSON School SBES Grade Level IV

a. Teacher’s Guide MELC, PIVOT 4A BOW, TG pp. 309-312

Activity Time (ENGLISH INTEGRATION)

 Additional information (MATH INTEGRATION)

Title: “How Important I Am in the Environment?”

Water vapor from the

As the sun rises, water

Good Effects Bad Effects

 I understand that _________________.

 I realize that _________________.

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