MATATAG K TO 10 CURRICULUM

School: DepEdClub.com Grade Level: IV

MATATAG Name of Teacher Learning Area: SCIENCE
K to 10 Curriculum Teaching Dates and Time: MARCH 31 – APRIL 4, 2025 (WEEK 8) Quarter: Fourth
Weekly Lesson Log

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
Standards growth 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. describe some of the overall characteristics of the Sun, such as its composition, its size, and the main energy
and it radiates.
Objectives 2. describe the changes in the direction and length of shadows from a shadow stick and use the information to
infer why the Sun changes position during a day; and
3. make suggestions about the importance of the Sun to living things for a group or class discussion and
confirm and record ideas by referring to trustworthy secondary sources of information.
1. Content  Significance of Studying the Sun
 Overview of the Sun’s Characteristics (Photosphere, Chromosphere, Corona)
 Sun’s Movement and Day-Night Cycle
 Introduction to Shadows
 Importance of the Sun to Living Things (Role in Photosynthesis, Heat, and Light)

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2. Integration  Responsible use of technology in using sources of information

 Appreciation on the importance of Sun to living things.

II. LEARNING RESOURCES

Balatbat, F. P, & Delos Reyes, Jr, R. L. (2017) The New Science Links. Quezon City: REX Book Store
Delos Reyes, Jr, R. L., & Quicho, K.L. (2022). Science Links. Quezon City: REX Publication.
Quintana, J.R. (2019). Elementary Science Explorer 4. Quezon City: PSICOM Publishing Inc.

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior 1. Short Review (Week 8, Day 1): “Sun Showdown” In this part, the different
Knowledge layers of the sun, both inner
As a review, you will ask questions about the past lesson on the importance and outer layers, will be
of the sun and its different layers and their characteristics. Using a flashcard, described by the learners.
the learners will write their answers on it and flash it. The first one to flash to
correct answer will be given a point. A TRUE or FALSE questions
can be ask to bring out the
You may say: I will describe a part/layer of the sun and name it. concepts/ideas they
learned about the
importance of the sun.

B. Establishing 1. Lesson Purpose: A 1–2-minute review on the past

Lesson Purpose You may say to the class: lesson may be conducted here.
Are you now familiar with the importance of the sun and its different layers?
This week, we’ll learn about the movements of the sun, its role in the
formation of shadows, and know its importance to all living and non-living
things on earth.

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Other words which the teacher
2. Unlocking Content Area Vocabulary: “Pass the BallCABULARY” deemed necessary can be
Instructions: included.
1. Post the following concepts on the board:
Rotation apparent night
Shadow movement day
2. Prepare strips of paper where she will write the meaning of the different
words, role them and place them in a box.

3. To select who can participate, pass a ball while playing a song,when the
song stops, the one holding the ball will draw a strip of paper, read allowed
the definition written on it and post it beside the work it describes.
4. After the activity, let the learners read aloud the words and their definitions.

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C. Developing and SUB-TOPIC 3: Sun’s Movement and Day-Night Cycle (Week 8)

Deepening
Understanding 1. Explicitation: “Battle of the Brains”
Instructions:
1. Use Learning Activity Sheet #3.
2. Group the class into two for a debate activity.
3. Each group will draw which stand they will take, either “The Sun is
Moving” or “The Sun is Not Moving”.
4. Remind the group of the important things to do before, during, and
after the debate.
5. After the debate, ask these questions to the class.
a. What are the presented evidences that the Sun is moving?
b. What are the presented evidences that the Sun is not moving?
c. Is the Sun really moving?

2. Worked Example: “Sunny Motion”

1. Divide the class into two groups. Group 1 will watch the video “Does the
Sun Rotate?”, while Group 2 will watch the videos “Changing Position of
the Sun in the Sky” and “The Apparent Motion of the Sun”.
2. Each group will be given worksheet to answer (Worksheet Learning
Activity #4).
3. Ask the following questions:
Group 1
a. Does the Sun rotate? If yes, how long?
b. Who discovered that the Sun rotates?
c. What was the basis of Galileo in claiming that the Sun rotates?
d. What did Galileo observe about the sunspots that made him
conclude that the Sun is indeed rotating?
e. Describe the rotation of the Sun in its different parts.

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Group 2
a. What did you observe about the Sun in the first video?
b. Are you convinced by the video that the Sun really moves across the
sky?
c. In the second video, does the Sun really move across the Sky? Why?
Why not?
d. What causes the apparent movement of the Sun in the sky?
4. A representative from each group will present to class what they learned
from the video they watched.

3. Lesson Activity: Interactive Discussion

Ask the following question and present the following concepts for emphasis: Before the discussion, the
teacher may show the video
Group 1 before discussing their contents
1. Does the Sun rotate? If yes, how long? on the movements of the Sun.
- Yes, the Sun rotates on its axis once in every 27 days
2. Who discovered that the Sun rotates?
- Galileo Galilei
3. What was the basis of Galileo in claiming that the Sun rotates?
- By his observations of the sunspots, he discovered that the Sun rotates
4. What did Galileo observe about the sunspots that made him conclude that the
Sun is indeed rotating?
- The vanishing and returning of sunspots according to Galileo Galilei is due to
the rotation of the Sun.
5. Describe the rotation of the Sun in its different parts.
- The speed of Sun’s rotation differs in its different parts. The Sun’s equator
regions rotate faster at about 24 days while in the polar regions rotate once
at over 30 days.

Group 2
1. What did you observe in the first video?
- The Sun seems to move across the sky during daytime.
2. Are you convinced by the video that the Sun really moves across the sky?
- (answers may vary)
3. Does the Sun really move across the Sky?
- No, the Sun does not move across the sky.

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4. What causes the apparent movement of the Sun in the sky?

- The apparent movement of the Sun across the sky is caused by rotation of
the earth on its axis. (from here, integrate now questions about Day and
Cycle Cycle)

SUB-TOPIC 4: Introduction to Shadow

1. Explicitation: Pinoy Got Talent Show To manage time, start the video
Have the learners watch a segment of the performance of the El Gamma at 1:16 timestamp and stop at
Penumbra for the Pinoy Got Talent through the given link below. It is expected 3:28 timestamp.
that after watching the video, they will be able to tell that what they’ve seen were
shadows of the performers.

Official Pilipinas Got Talent Season 3 Semi-Finalist El Gamma Penumbra Performance

Night: https://youtu.be/jolCDDniWk4

Ask the following:

1. What can you say about the performance?
2. Can you see the faces of the performers? If not, why?
3. What are shadows?

2. Worked Example: Crossing the Sky

Instructions:
1. Tell the learners that they will learn more about how shadows are formed
and their length and direction throughout the day as they watch a video clip
(Worksheet Learning Activity #5).
2. Ask these questions to focus their attention to the video.
a. What happens when your body blocks the sunlight?
b. What do you call the black area that is formed when your body blocks
the sunlight?
c. How are shadows formed?
d. Why do ancient people able to tell the time of the day based on the
position of the Sun in the sky?
e. Describe the length and direction of shadows of the lamp post or flagpole
at certain points of the day as follows:
7:00 AM

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9:00 AM
11:00AM
12:00NN
2:00 PM
6:00 PM

Following the Sun: https://www.youtube.com/watch?v=1SN1BOpLZAs The teacher can make use of the
video presented before to develop
3. Lesson Activity: Interactive Discussion the lesson through interactive
Ask the following question and present the following concepts for emphasis: discussion.
a. What happens when your body blocks the sunlight?
- A dark/black area will be formed
b. What do you call the black area that is formed when your body blocks the
sunlight?
- The black area is our shadow.
c. How are shadows formed?
- Our shadows are formed when we block the sunlight because our body
doesn’t let the light pass through it.

d. Why do ancient people able to tell the time of the day based on the position
of the Sun in the sky?
- Ancient people can tell the time of the day based on the position of the
Sun because the Sun follows a certain pattern every day.
e. Describe the length and direction of shadows of the lamp post or flagpole at
certain points of the day:
7:00 AM The shadow is long and stretches towards West.
9:00 AM A bit shorter than that of the shadow formed at 7AM and still
pointing towards West.
11:00AM The shadow is shorter than that at 9AM and still pointing West.
12:00NN Very short and can hardly be seen, this is so because the Sun
is exactly just above the lamp post.
2:00 PM The shadow grew longer, this time pointing East.
6:00PM The shadow grew even longer and pointing East.

f. What can you say about the length and direction of the shadows throughout
the day?

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- The Sun creates longer shadows in the morning as it rises from the East
and the shadow points towards West. At noon time, when it almost
directly overhead, the shadows are short and almost in between East
and West. As the sun sets at the West in the afternoon, the shadows
get longer again, but this time pointing East.

The teacher may ask other questions which may be deemed necessary in the
development of the lesson.

SUB-TOPIC 5: Importance of the Sun

1. Explicitation: Sun Trip: Think-Pair-Share
Instructions:
1. Have the learners work in pairs.
2. Send them outside the room and instruct them to observe the
environment.
3. Tell them to list the importance of the Sun to the living things around
them including plants and animals.
4. After that, have a short sharing in class where they can share what
they’ve listed. (Worksheet Learning Activity #6)
5. Ask the following questions during the sharing.
a. Is the Sun important to us on Earth?
b. What benefits do we get from the Sun?

2. Worked Example: Listen: Pictures talk a lot!

In a dyad, the teacher tells the learners to observe the given pictures below.
From the pictures, they will tell the importance of the Sun (to Earth, plants, In here, the teacher will post all
animals and human beings). (Worksheet Learning Activity #7) the pictures on the board. Big
enough for the learners to see.
The learners will be given time to
brainstorm with their partner
about the message of each
picture.

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The Sun provides the gravitational The Sun provides light energy It is important here that the
to force that keeps all heavenly bodies plants for photosynthesis. learners be able to tell how the
in their orbit. Sun helps us a lot.
https://www.factscrush.com/2023/01/fa https://letstalkscience.ca/educational-
cts-about-solar-system.html resources/backgrounders/light-plants

During the sharing period, it is

important to emphasize that: (1)
the Sun helps plants to make
their own food; (2) the Sun warms
the Earth; (3) the Sun helps us
see everything around us; etc.

The Sun is a source of renewable Sunlight is needed by human body

energy/solar energy. to manufacture vitamin D.
https://www.ecoredux.com/advantages- https://www.ecoredux.com/advantages
disadvantages-solar-energy
-disadvantages-solar-energy

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The Sun provides us with light to The Sun provides energy that
see things around us. powers the water cycle.
https://www.thespruce.com/backyard- https://www.nps.gov/articles/000/the-
landscaping-ideas-4172952 power-of-water-creating-energy.htm

The Sun helps people tell time.

https://www.thehansindia.com/posts/index
/Education-and-Careers/2019-02-06/How-
we-tell-time-using-the-sun/489012

The interactive discussion should

3. Lesson Activity: Listen: I have Something to Share! not be limited to the questions
Objectives: Through the fishbowl method, the learners will share what they’ve and concepts presented here.
learned from the presented pictures. Other relevant questions are
Instructions: encouraged.
1. The dyads will be separated; one will join the inner circle and the other the outer
circle.
2. Members of the inner circle will discuss about the importance of the Sun, while
members of the outer circle will take note and summarize the ideas presented
in the discussion (this activity will be repeated, this time, the pupils in circle will
exchange position).

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3. After the activity, the teacher will conduct interactive discussion. The following
questions and ideas may be discussed during the discussion.

a. Is the Sun important to us?

- Yes, the Sun is important to us.
b. What are the importance of the Sun?

 The Sun keeps the planets and other evenly bodies in their orbit
through its strong gravitational force. Without the Sun, all
heavenly bodies fly in different directions and may even collide
with each other.
 The Sun provides light energy needed by plants to manufacture
their own foods through the process of photosynthesis. This
process gives plants the ability to provide food to all life forms.
 The Sun’s solar energy can be converted to electricity. It is a
renewable source of energy on Earth. Through solar panels,
sunlight is converted to electricity.
 Sunlight is needed to help the skin produce Vitamin D. This
vitamin is essential in the absorption of calcium needed to keep
the bones healthy and strong.
 We can see everything around us because the Sun provides us
light to see them.
 Water cycle occurs due to Sun’s energy. It facilitates the formation
of clouds, rain, and wind.
 The Sun used to tell time before through sundials. Before clocks
were invented, people just looked at the position of the Sun in the
sky to determine the time.

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D. Making 1. Learners’ Takeaways

Generalizations
Using the chart below, list at least 4 important concepts that you’ve learned from
this week’s lesson.

2. Reflection on Learning
Group the class into groups with five members.
Instruct the learners to do the following:
1. Integrate the concepts learned in this unit.
2. Make a story about the Sun with the title “The Day the Sun Stops
Shining”.
3. Be creative in organizing the events in the story. Let the following
questions guide in writing the story.
a. What do you think will happen to humans if the Sun stops shining?
b. What do you think will happen to other living things?
c. How will absence of the Sun affect lives and properties?
d. What do you think will be human’s chance for survival?

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Rubrics for the Sun Story

Criteria 1 point 3 points 5 points
Clarity of the flow The story flow is The story flow is The story flow is very
of the story not clear. a bot clear. clear.
Appropriateness of The events in the The events in the The events in the story
the events in the story are not story are a bit are very convincing.
story convincing. convincing.
The message of The message of The message of the
Clarity of the
the story is not the story is a bit story is very clear.
message
clear. clear.
The message of The message of The message of the
the story is not the story is a bit story is very relevant to
Relevance relevant to the relevant to the the concept learned
concept learned concept learned about the lesson.
about the lesson. about the lesson.
Almost half of the Only three to four All members helped in
members did not members helped doing the task.
Cooperation
help in doing the in doing the task.
task.

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

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A. Evaluating 1. Formative Assessment

Learning A. Read and analyze the following questions. Choose the letter of the correct Answer Key
answer.
1. Which statement describes the “apparent motion of the sun”? A.
a. The movement of the sun across the sky as observed from outer space. 1. a
b. Actual movement of the Sun across the sky. 2. c
c. The movement of the sun across the sky as observed on earth. 3. b
d. The expected actual motion of the sun across the sky throughout the day.
4. a
2. What causes day and night? 5. c
a. The revolution of the earth around the sun.
b. The revolution of the moon around the earth. B. Answers vary
c. The rotation of the earth on its axis.
d. The rotation of the sun on its axis.

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3. Which light shows causes shadows in outdoor environment during daytime?

a. Moon b. sun c. stars d. lightbulbs

4. When the sun is at your back, where is your shadow?

a. In front of me. c. It’s beside me.
b. Behind me. d. Cannot be seen.

5. To form a shadow, light travels from a light source, like the sun, to a/an .
a. transparent material. c. opaque material.
b. translucent material. d. any material.

B. List 5 ways you use sunlight in your everyday living.

2. Homework (Optional) – Collage Making

The Sun is the major source of energy on Earth. The energy it radiates is
harnessed and converted to electricity. Collect pictures from magazines Parents or adults may help the
showing the importance of the Sun as a source of solar energy. Make a learners in making the collage.
collage of these pictures. Form the collage on one-half illustration board.

Rubrics for Collage

Criteria Description Points Points Obtained
The concept was clearly
Organization 10
and creatively conveyed
The pictures were
Content 5
appropriate to the theme.
The idea was clearly
Visual
presented based on the 5
presentation
pictures and words used.
Total 20
Source: https://www.scribd.com/document/420327033/RUBRIC-FOR-COLLAGE-docx

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A. Teacher’s Note observations

Remarks on any of the Effective Practices Problems Encountered
following 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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