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Lesson Exemplar Quarter

Quarter 4
Lesson 1 1
Lesson

for Science 5
for Science
Lesson Exemplar for Science 4
Quarter 4: Lesson 5 (Week 5)
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 reproduction, distribution,
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to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:
Kathleen Mallorca Morales, PhD (Xavier University)

Validator:
• Dominador Mangao (Philippine 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 [email protected].
SCIENCE (EARTH AND SPACE SCIENCE) / QUARTER 4 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:

Standards 1. Soil and water resources are needed by plants and animals to live and grow.
2. Characteristics of the weather can be observed and measured.
3. The Sun is a ball of hot gases about 100 times the size of Earth, which radiates light energy needed by living
things.

B. Performance By the end of the Quarter, learners use simple equipment to identify how types of soil hold water to support the growth
Standards of plants. They use instruments and secondary sources to measure and describe the characteristics of weather and
use the information to make predictions about weather patterns in their local area. They demonstrate appreciation for
the dangers of extreme weather events and use safe practice to protect themselves if they are caught in bad weather.
Learners use personal observations and reliable secondary information sources to describe the Sun and explain its
importance to life on Earth.

C. Learning Learning Competencies

Competencies 1. identify some of the basic characteristics/elements used to describe the weather, such air temperature, air
and Objectives pressure, wind speed, wind direction, humidity, rain, and cloud cover; and
2. use weather instruments to measure and record some of the characteristics of weather during a school day.

D. Content Local Weather Chart

Components of a Local Weather Chart
Guided Analyses of Local Weather Charts
- interpreting current weather
- predicting weather changes
- understanding weather patterns
Weather Instruments and Measurements (thermometer, barometer, anemometer, wind vane)

E. Integration ● Environmental awareness (Environmental Literacy)

● Collaboration
● Development of survival skills

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II. LEARNING RESOURCES

Real Life Science 4. Quezon City, Philippines. Eight Printing 2020 Abiva Publishing
Quintana, J. R. (2019). Elementary Science Explorer 4. Quezon City: PSICOM Publishing Inc.
YouTube Videos on how to make improvised weather instruments
https://youtu.be/2Epu6fPreW4?t=66
https://youtu.be/wMJmUAOpsg8?t=164
https://youtu.be/V647xfOreKM
https://youtu.be/Mzuh-sB2GXM?t=24
https://youtu.be/jwo2XGBABpY?t=68
https://youtu.be/9JHuXRTSxx8?t=19
https://s3.amazonaws.com/cdn.freshdesk.com/data/helpdesk/attachments/production/5078053868/original/IX
kUdRMa6eyjkkXE1sDu01tknyoJ7WuJg.png?1485894224 (This is the link to the International Weather Symbol Chart)

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Choose 10 weather

Knowledge Let us Review symbols that are
contextually applicable to
Weather Symbols and Meaning (5 minutes) your area. Prepare a cut
Learners will work with their groups and will be given an envelope where there out of these and place it
are 10 cut-out materials to match. They are to work for three minutes to match inside an envelope. There
the weather symbol with the meaning. should be one envelope for
The group with the highest number of correct answers will win the game. each group.

Instructions for the students: Have the learners work on

1. You will work with your group last week to answer this review activity. matching the symbol with
2. You will be given an envelope containing 10 different weather symbols. Your the meaning for three
task is to match the weather symbols with the corresponding meaning. minutes. After this, go
3. You are given three minutes to work on this. through the answers and
4. Your teacher will share with you the correct answer/match. discuss these in relation to
the activity they will be
Take note of these symbols for you will be using these in this week’s lesson. doing this week.

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 See link:
https://s3.amazonaws.com/cdn.freshdesk.com/data/helpdesk/attachments/pro
duction/5078053868/original/IX-
kUdRMa6eyjkkXE1sDu01tknyoJ7WuJg.png?1485894224

B. Establishing 1. Lesson Purpose After the group work on the

Lesson Purpose meaning of the symbols, share
Tell the students that for week 5, they are expected to : with them the objectives for the
a) give interpretation to the gathered data/observation and use the skill week.
gained to also interpret local weather charts;
b) make predictions on weather changes based on observations, and Ask them if they think they can
c) explain weather patterns. do the task together this week.

Unlocking Content Area Vocabulary (5 minutes) Say: Let us go through some of

Present to the class the following words related to the lesson: the Vocabulary Words for this
1. Weather Forecasting week.
2. Weather Maps
3. Weather Charts Have the learners seated in
4. Weather Station triads and instruct them to
5. PAGASA choose ten words from the list
6. Rain that they will share and discuss
7. Sleet to establish their understanding
8. Snow of the meaning.
9. Meteorologist They are to share one term and
10. Meteorology build on it’s meaning as a group.
11. Fine Weather
12. Fair Weather When the time is up, share to
13. Cloudy Weather the class the meaning of the
14. Rainy Weather terms.
15. Stormy Weather

Instruction for the learners:

1. Choose at least 10 words from the list that you will describe to your
group.
2. You are seated together with your group (triad) to discuss and write your

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 answers in your paper.
3. As you discuss one term, allow others to add to the meaning of the word
until all the 10 words chosen have been discussed.

C. Developing and DAY 2 ● Instruct the learners to use

Deepening Guided Analyses of Local Weather Chart the Weather Charts they have
Understanding made in Week 4.
1.Explicitation
● Prepare the Weather Charts you have answered last week.
● You will base your answers from the observations you have gathered then. ● They will answer the given
Guide Questions in triad
(This is a sample Weather Chart that should have been filled in Week 4). then share it to the whole
class.

Using the data/observations students gathered through the Weather Chart, they
will answer the following questions:

1. Temperature
a. On which day did we have the highest temperature?
b. On which day did we have the lowest temperature?

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 2. Clouds
a. For this week, how has the cloud cover been characterized?
3. Sun
a. How has the week been in terms of the appearance of the sun?
4. Wind
a. How do you describe the wind the last few days?
5. Precipitation
a. Has it rained the last few days?
b. Which day did it rain?

Making Generalizations:
Ask the students “What can you say about the kind of weather you have monitored
at different times of the day? and on different days, are the measures the same
among groups?”

Establishing relationships among data results

Let the students study the results of their observations from Monday until Friday.
Then ask:
1. Are the results/measures on Monday related to the results on Tuesday or
Wednesday?
2. Can we tell what the weather will more likely be in the following week
based on the observations gathered this week?

DAY 3

2. Worked Example
Let the students examine the DOST weather forecast below.

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Let the students answer the following questions on Weather Forecast.
1. Which province will experience the hottest temperature for the day?
2. Which province will experience the coldest?
3. What will be the general description of the weather for the region?

Present the information below to the students.

“Weather events are recorded and predicted daily all over the world. These
scientists work in weather stations or specialized facilities equipped with the
personnel, instruments and technology needed to prepare weather forecasts and
reports. In the Philippines, the Philippines Atmospheric, Geophysical and
Astronomical Services Administration (PAGASA) is the government agency
responsible for providing information about flood and typhoon warnings, public
weather forecasts and advisories and other information. It work closely with a
network of weather stations all over the world that gathers relevant information
about the weather in different countries and studies these in relation to Philippine
weather conditions. They prepare reports and similar documents that contain their
analysis and findings on the weather.” (Real Life Science 4, 2020)
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Figure 1. Weather Maps and Charts

Figure 2

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 You may ask the students the following questions:
1. Which of the two figures shows the details of the atmospheric conditions
prevailing in a certain part of the Earth and which meteorologists use to
forecast the weather?”

2. Which of the two contain information and analysis of the weather in a

given locality as detected by weather instruments within a given period?

Show the students an example of a Weather forecast covering the last 7 days.

Ask the questions:

1. In what way can this inform us of the possible weather condition the
following week?
2. Will our forecast become a certainty?
3. Is there a possibility it will not be forecasted? Why and why not?

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 DAY 4
A. Utilizing the data from the
3. Lesson Activity weather chart they have
shared, instruct the learners
A. Work with your group using the data on the Weather Chart done last week. to make a weather forecast
Make a similar Weather Forecast result out of the chart. following the example shown.
You are to report/share this as a weather forecaster to the class. They may also design their
version.
B. Complete the Table you have during the previous week. Work on Column D
(Meaning of the symbol) and E (Precautionary measures). B. Using the Table they started
Submit this as a group output for the two weeks alongside the Weather working on last week, guide
Forecast. the learners in completing
columns D and E.

D. Making Discuss questions within each group. Once they are done answering,
Generalizations What is it about the weather that we have noticed based on the observation we you may ask some
made during the same time each day for a week? representatives to share their
answers on any of the guide
Discussion questions for the whole class. questions to the class.
Based on the reports from each group what can you say about the weather?
What about some patterns you have observed?

1. Learners’ Takeaways Give the learners time to answer

Share at least two lessons/realizations you gain from the activities about their worksheet for their
weather. Takeaways and Reflection.

2. Reflection on Learning
• Which of the activities we have done last week helped you understand
the lesson? In what way has it helped you?
• What about those that we have done this week?
• Which part of the lesson encouraged you?
• Which would you like to learn/study more?
• In what way/s will the lesson you learn help you in the future?

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

A. Evaluating 1. Formative Assessment

Learning Quiz on the terms used for weather forecasting Answer Key
Multiple Choice. Choose the letter of the correct answer. 1. c
2. b
1. Which of the following refers to the scientists who study the weather? 3. b
a. Astronomer b. Astrologists c. Meteorologist d. Geologist 4. a
5. a
2. What does a falling barometric pressure indicate?
a. fine weather b. bad weather c. fair weather d. sunny weather

3. Which of the following describes a fine weather?

a. It rained for most part of the day.
b. The sky is clear and the wind is calm.
c. There is heavy rain and strong wind.
d. The heat of the sun is not felt strongly because clouds cover the sky.

4. Which of the following refers to the application of science and technology to

predict the state of the atmosphere for a given location?
a. Weather forecasting
b. Weather maps
c. Weather reports
d. Weather station

5. Which of the following records the data gathered on the components of weather
of a given place as detected by the different weather instruments?
a. Weather charts
b. Weather forecasting
c. Weather maps
d. Weather report

2. Homework (Optional)
This sub-component allows students to attempt as a form of deliberate practice
what was covered in the lesson.

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

strategies explored

materials used

learner engagement/
interaction

Others

B. 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 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?

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