Republic of the Philippines
Bulacan State University
College of Education
City of Malolos, Bulacan
LESSON PLAN for CLASSROOM OBSERVATION in
SCIENCE IV
Date: September 14, 2022
I. OBJECTIVES
A. Content Standards
The learners demonstrate understanding of… the different sources
of water suitable for human consumption
B. Performance Standards
C. Learning Competencies / Objectives
Write the LC code for each
The learners should be able to… practice precautionary measures
in planning activities
The learners should be able to describe the importance of the water
cycle. S4ESIVd-4
THE WATER CYCLE
II. CONTENT
III. LEANING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learners’ Materials Pages
Q.4, Chap 2 “Water in the Environment”, Lesson 61: The
Importance of Water Cycle pp 267-269
3. Textbook Pages
4. Additional Materials from Learning
Resource portal (LR)
Powerpoint Presentation: The water cycle
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing
previous lesson
or presenting
new lesson.
(ENGAGE)
TEACHER’S ACTIVITY
PUPILS’ ACTIVITY
“Before we start our new
lesson for today, let us
Student: Ma’am, we
review first about what we have discussed about
have discussed yesterday. matter.
Does anyone remember
what we have tackled?"
“ Yes, that’s right. We have
talked about matter. So, now
let us try if you truly
remember about matter.”
Instructional
Materials
Used/
Teaching
Strategies
Multiple
Intelligences
Used /
Pedagogies
Employed
VerbalLinguistic
“Are you class ready to
draw?”
Students: Yes we are
ready
“Okay so now our activity is
entitled as, ‘Draw my
Faces’. Or simply you will
draw an example of the 3
(The students will be
Phases of matter we have
allotted a time to
talked about yesterday”
perform the activity)
Visual-Spatial
VerbaLinguistic
After students have drawn,
the teacher will call 2-3
students to present their
work and state their
examples
“So, it seems that you truly
understand what matter is.
In which matter occupies
space and has mass. And it
has three phases, namely:
Solid, Liquid and Gas”
B. Establishing
a purpose for
the lesson
(ENGAGE)
“Now, may I ask if anyone
of you like to answer
(Students raise their
riddles?”
hands)
“Alright, so let us test if you
can answer this riddle”
(The students will try to
guess the answer, until
someone will answer
“WATER”)
“Very Good! The answer to
this riddle is WATER”
“Water is something that is
around us, and us people
cannot live without water”
VerbalLinguistic
Logical
Naturalistic
“So I think you now have an
idea about what we are
The students will answer
going to talk about today.. It “WATER”
about?-“
C. Presenting
examples /
instances of the
new lesson
(ENGAGE)
“So now let us study and
get know about the water
around us"
The teacher will then ask
“Class, can you give me an The students will give
example of water that you answers such as:
see in your surroundings?”
- Running water in
the faucet
- Water we use in
shower
- Rivers
- Lakes
- Ponds etc.
“Very good! All your
examples are correct. Truly
that there so much water
around us. Class, do you
think how much water is on
earth?”
The students will answer
about what they think
how much water is on
earth.
Naturalistic
Visual-Spatial
NaturalisticLogicalMathematical
Visual-Spatial
“To find out, let us watch
this video”
The students will watch
https://youtu.be/wZK2xTNzgq the video and know how
8
much water is on earth
After the students watch the
video presented, the teacher
will then ask,
“Based on the information “71% of Earth is water”
you have watched; how
much percent is the water on
earth?”
“That’s right. So, that’s a lot (The students answers
of water, right? Now, how may vary)
about the rain coming from
above? Are you class
curious where do rain come
from, and how it is formed?”
“Let’s find about that on the The students will watch
next video about how rain is the video and find out
formed”
how the rain is formed.
https://youtu.be/s0bS-SBAgJI
After the students watch the
video presented, the teacher
will then ask,
“Based on what you have The students will
VerbalLinguistic
Visual-Spatial
Naturalistic
Logical
Verbal
Naturalistic
watched, how do rain
formed?”
E. Discussing
newconcepts
and practicing
newskills # 1
(EXPLORE)
answer,
“Through Water Cycle!”
Using the materials readied
by the teacher. The teacher
will perform a short
experiment with or in front
the students
Entitled: Let’s Make it
Rain
-clear plastic
container
-hot boiling
water
-plastic wrap
-rubber band
-snack size
zip-closing
bag
-ice cubes
Activity sheet:
https://docs.google.com/docum
ent/d/1Tthuy9ni2eRGyxUzBC
o05fX_ESlT06nx72Dgo2NCgo/ed
it?usp=sharing
Objectives
• The students should be
able to identify the
processes of water cycle
that make it rain.
1. Pour the hot water into
the clear plastic container
so it is about ¼ full.
“This is a model of a lake
or an ocean. “
2. Place a piece of plastic
wrap over the container.
Ask for help and use a
rubber band to hold the
plastic wrap on the
container.
“This is a model of the
level of the sky where
most of the weather
happens. “
3. Put the ice cubes in a
zip-closing plastic snack
bag. Place the snack bag on
the plastic wrap as shown.
“This needs to be cold
because the area of the
sky where weather
happens is cold. “
The students will do the
experiment guided by
the teacher.
However, if the
materials will not allow
the students to handle
such as hot water, the
students will observe as
the teacher will perform
the experiment
4. If you have a lamp,
follow your teacher’s
instructions to shine it on
your model. If you don’t
have a lamp, carefully
bring your model over to a
window where it
can receive light from
outside.
“The light is a model of
the sun.”
Let your model sis for
about 15 minutes and
observe.
5. Remove the plastic bag
with ice from the plastic
wrap on the top of the
container.
Observation:
The teacher will ask the
following questions:
1. When you look at the
eater cycle model after
Students answer:
about 15 minutes, what do “There are water drops
you notice about the
on it”
inside of the plastic wrap?
2. Where do you think these Students answer:
water drops came from? “From the water below
through evaporation”
3. Since evaporation is not
visible, how do you know
that evaporation was
occurring?
Students answer:
“Since the water is hot in
temperature, the vapor
rose”
4. Was Condensation
visible? How?
Students answer:
“Yes, water droplets
formed on the plastic
wrap”
5. What particular event in Students answer:
the activity that modeled “As the water droplets
the precipitation?
become larger, they
began to fall back into
the pool of water in the
container”
The teacher will now discuss
G. Developing Mastery about further information
(Leads to Formative and about the water cycle
Assessment 3)
(EXPLAIN)
Water Cycle
Shows the continuous
movement of water within the
Earth and atmosphere
Water Cycle has 4 processes or
stages:
1. Evaporation
-is the process by which a
liquid turn into gas when
heated. The water turns
into gas in the form of
water vapor.
Explore this:
https://www.acs.org/content/ac
s/en/education/resources/k8/inquiryinaction/fifthgrade/evaporation.html
2. Condensation
-is the process by which
water vapor in the air is
changed into liquid water.
As the water vapor rises
higher into atmosphere, it
cools and condenses.
Explore this:
https://www.acs.org/content/ac
s/en/education/resources/k8/inquiryinaction/fifthgrade/condensation.html
1. Precipitation
-the product of
condensation, where the
liquid that forms in the
atmosphere falls back into
The students will listen
to the discussion and
answer the teacher’s
questions in between the
discussion
Earth.
Explore this:
https://images.app.goo.gl/5DV
R2aKrb8qoj2Pq9
2. Collection
-when water falls back to
earth as precipitation, it
may fall back and be
collected in the ocean,
rivers, lakes and streams
Explore here:
https://images.app.goo.gl/DYm
pXN13fPrSnsC66
H. Finding practical
applications of
concepts and skills in
daily living
(ELABORATE)
This time the teacher will (Student’s answers may
ask where they can observe vary)
the process of water cycle in One example answer is
their everyday lives
Dyring of clothes
I. Making
As for generalization,
generalizations and
abstraction about the another question will be
(Students’ answers may
vary)
lesson(ELABORATE) asked by the teacher.
“Do you think the amount of
water on earth decreases
since its existence?”
The teacher may do it by
letting the students to raise
their hands whether they
agree or not if the water
decreases over time
After the discussion of
arguments and answers the
teacher will now state the
answer.
“The amount of water on
earth does not decrease, but
the amount of
freshwater/clean water are
slowly decreasing on earth
due to pollution and other
factors that affects the water
resources”
“That is why we need to do
something about that. And
that’ll be your assignment”
The students will
exchange their thoughts
and defend their answers
in the class
J. Evaluating
Learning
(EVALUATE
Test Yourself!
The students will label
A. Label the parts
the parts as shown in the
Label the following processes picture below.
or stages of water cycle.
B. Game-Based Quiz
https://quizizz.com/join/quiz
/6265ed562051db001e633c3
0/start?studentShare=true
K. Additional
Activities for
application or
remediation
Assignment:
What Can I Do?
Instruction: Make a simple
home-based program that you
can implement together with
your family in order to
conserve water in your house.
The students will upload their
program proposals in their
google classwork.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
B. No. of learners
who require
additional activities
forremediation
C. Did the remedial
lessons worked?No.
of learners who
have caught
up with the lesson.
D. No. of learners who
continue torequire
remediation
E. Which of my
teaching strategies
workedwell? Why did
this work?
F. What difficultiesdid
I encounter which my
principal or supervisor
can help me solve?
G. What innovation
or localized
materials did I use,
discover which I
wish to
share with other
teachers?
Prepared by:
Ratee:
RACHEL GRACE LUPANGO
Student Teacher
Noted:
Cooperating Teacher
Principal III