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Assessment Pack — Science 4

Term 1 · CG Quarter 1: Materials · School Year 2026–2027

A Table of Specifications, two summative tests with keys, a weekly check, and the rubrics for the four quarterly performance tasks the curriculum guide requires.

1. How assessment works this year

Per DO No. 015, s. 2026. Science is a Key Stage 2 core learning area:

Component Weight What feeds it in Quarter 1
Written Works 20% The weekly worksheets, the weekly checks, Summative 1 and 2, the investigation logs
Performance Tasks 50% The Quarter 1 performance task from the guide, and the two group activities in offline-activities.md
Examinations 30% The Term 1 examination

Half the grade is performance, and in Science the guide sets the task. Page 17:

The Science curriculum requires learners to complete at least one substantial performance task for each quarter.

Every task in §6 is the guide's own. This is the only place in this repository where that label is the other way round from Mathematics, and it changes who owns the decision: the teacher chooses how the task is run and how it is scored, not what it is.

⚠️ The weights are reported, not read. DO No. 015, s. 2026 could not be downloaded in the environment these artifacts were built in — see source-catalogue.md. Two independent search passes returned the same 20 / 50 / 30 split for Key Stage 2 core areas, with EPP/TLE and MAPEH weighted differently. Two passes agreeing is not the order. Confirm before computing a real grade.

Transmutation is a year switch. SY 2026–2027 uses an adjusted table in which a raw 70 transmutes to a passing 75; from SY 2027–2028 transmutation is removed. class-record.html carries the switch.

2. Table of Specifications

Quarter 1 · Materials · 7 competencies · 40 items across the quarter

Quarter 1 competency Week Items Cognitive demand
1. A scientist and their invention 1 4 Recall
2. An invention from the home or community 2 4 Application
3. Chemical properties of materials 3 12 Understanding and analysis
4. Changes with temperature 4 6 Understanding
5. Minimising harmful changes 5 6 Application
6. Local issues science could address 6 4 Analysis
7. A guided survey, with open-mindedness 7 4 Application and attitude
Total 40

Twelve items for competency 3 — the largest share, and not because this repository built a lesson for it. Competency 3 is the one every later competency in the quarter depends on: competency 4 asks what heating does to a material, competency 5 asks how to minimise a harmful change, and competency 6 asks which local problems are problems of materials. A learner who cannot say whether a new material was made cannot answer any of them except by memory.

3. Summative Test 1 — Week 4

Twelve items · 25 minutes · Written Works

Section A — sort. Write P for a physical property or C for a chemical property.

# Statement
1 This wood is 2 metres long.
2 This wood catches fire easily.
3 This nail rusts in salt water.
4 This nail is 6 centimetres long.
5 This bag does not rot in the ground.
6 This bag is transparent.

Section B — choose.

  1. Which is evidence that a new material was made? a. The material changed shape · b. The material got warmer and gave off smoke · c. The material got wet · d. The material was cut in half
  2. A banana peel rots but a plastic sachet does not. The peel is: a. Recyclable · b. Biodegradable · c. Reactive · d. Degradable only in water
  3. Which change can be undone? a. Paper burning · b. Milk souring · c. Ice melting · d. A nail rusting
  4. Why is a galvanised iron roof painted? a. So it looks new · b. To keep air and water from the iron · c. To make it heavier · d. To make it waterproof and nothing else
  5. A carton says NO CHEMICALS. Explain in one sentence why that cannot be true. (2 marks)
  6. Name one material in this room and give one physical and one chemical property of it. (3 marks)

Key and marking notes

# Answer Note
1 P Measured, not waited for
2 C What the wood can become
3 C —
4 P Items 3 and 4 are the same object deliberately — a learner sorting by object rather than by statement gets one of them wrong
5 C Not rotting is still a chemical property. Watch for P here
6 P —
7 b Smoke and heat are two of the four signs
8 b If a, biodegradable and recyclable are being treated as one word — remediate
9 c —
10 b If d, the learner has the fact without the mechanism
11 — 2 marks. 1 for "everything is made of chemicals"; the second for naming one — water, sugar, the juice itself
12 — 3 marks. 1 material, 1 physical, 1 chemical. A second physical property scores 2, not 3, and it is the commonest way to lose the mark

Total: 17 marks. As a percentage: marks ÷ 17 × 100.

4. Weekly Check — Week 3, Day 5

Seven items · 12 minutes · Written Works

  1. Write P or C: this cloth tears easily.
  2. Write P or C: this cloth burns quickly.
  3. Name the four chemical properties the curriculum lists.
  4. Give two signs that a new material has been made.
  5. A spoon of sugar is stirred into water and disappears. Was a new material made? Say how you know.
  6. Give one local example of something biodegradable and one of something that is not.
  7. You predicted what would happen to the two nails. What would have to happen for you to decide your prediction was wrong?

Key

# Answer
1 P
2 C
3 Can be burnt · reacts with other materials · degradable · biodegradable
4 Any two of: a colour change that will not wash off · bubbles, fizzing or smoke · heat or light given off · a solid appearing in a clear liquid · the change cannot be undone
5 No. Accept any of: it still tastes sweet; boiling the water off brings the sugar back; nothing new appeared
6 Varies. Biodegradable: banana peel, rice husk, paper, cloth. Not: plastic sachet, glass bottle, tin can
7 See below

About item 7

This is the item that reads. Items 1 to 6 can be answered from the wall chart.

What the learner wrote What it means
"If the dry nail rusts too" or "if neither one changes in two weeks" Got it. The prediction is a claim, and evidence could overturn it
"If the teacher says so" The authority is the teacher rather than the jar. Worth a private word
"Nothing" or "I know I'm right" The prediction is being held as a preference. This is the answer to act on
"I don't know" Ask aloud on Monday: what would surprise you? That question usually unlocks it

5. Summative Test 2 — Week 8

Twelve items · 25 minutes · Written Works

Covers competencies 4 to 7 and returns to competency 3 in items 10 and 11.

  1. What is left after wood is burned completely? a. Wood · b. Ash · c. Water · d. Nothing
  2. Sugar heated in a pan turns brown and smells different. This is a: a. Physical change · b. Chemical change
  3. Give one reason burning household waste is discouraged. (2 marks)
  4. Which is the safer way to deal with a bottle of unlabelled liquid? a. Smell it · b. Taste a drop · c. Leave it and tell an adult · d. Pour it out
  5. Name two things in your barangay that could be dealt with better using science. (2 marks)
  6. In a survey, one person's answer disagrees with yours. What should you do? a. Leave it out · b. Record it as given · c. Change it · d. Ask them to answer again
  7. Which of these is compostable at home? a. Vegetable peelings · b. A glass jar · c. A tin can · d. A plastic straw
  8. Coal and wood both burn. Give one difference in what is left behind. (1 mark)
  9. A material is described as degradable. What does that mean?
  10. Write P or C: this metal conducts heat.
  11. Write P or C: this metal reacts with vinegar.
  12. Explain in two sentences why biodegradable and recyclable are not the same thing. (3 marks)

Key

# Answer Note
1 b —
2 b Caramelising. The smell is the giveaway — a new material reaching the nose
3 — 2 marks. 1 for "it is bad for the air"; 2 for naming harm to living and non-living things, which is the guide's own wording in competency 6
4 c If a, note it. Smelling is safer than tasting and is still not safe
5 — 2 marks, one each, and they must be local. "Pollution" alone scores 1
6 b This item assesses open-mindedness, which competency 7 names explicitly
7 a —
8 — 1 mark. Coal leaves more ash and burns longer; wood leaves lighter ash. Accept either direction if stated as a difference
9 — Breaks down over time. Not "disappears"
10 P Conducting heat is measured, not waited for. A frequent miss
11 C —
12 — 3 marks. 1 for biodegradable = broken down by living things; 1 for recyclable = collected and remade; 1 for an example of something that is one and not the other

Total: 19 marks.

6. Performance Task Rubrics

Four tasks, one per quarter, as page 17 of the guide requires. Every task is the guide's own.

Each rubric is 4 criteria × 4 levels = 16 marks. As a percentage: marks ÷ 16 × 100.

Levels: 4 = Full · 3 = Sufficient · 2 = Partial · 1 = Just beginning

6.1 Quarter 1 — An invention, or fertiliser from household waste

A. Create a simple model, illustration or write a story about a favorite science invention that you use in everyday life. B. Plan and produce a sample of useful fertilizer from household waste.

Criterion 4 — Full 3 — Sufficient 2 — Partial 1 — Just beginning
Materials chosen for their properties Every material chosen for a stated property, and the property is the right kind for the job Materials sensible, one reason given Materials work but no reason offered Materials unrelated to the purpose
Evidence of change (task B) or accuracy (task A) Records what changed and when, with dates, and names the sign of a new material Records what changed Says it worked, with no record No record
Impact on everyday life Names who benefits and how, with a specific local example Names a benefit Benefit stated in general terms Absent
Safe handling Names the risks in the task and what was done about each Names a risk Mentions safety without specifics No mention of safety

6.2 Quarter 2 — Diorama, terrarium or aquarium

Create a diorama, terrarium, or an aquarium to illustrate how some plants or animals live on land or in water.

Criterion 4 — Full 3 — Sufficient 2 — Partial 1 — Just beginning
Habitat is recognisable A named local habitat, with three or more features that identify it A named habitat with some features Generic land or water Not identifiable
Basic needs met in the model Shows where the organism gets air, food, water and shelter Shows three of the four Shows one or two Absent
Living things are plausible together Every organism shown genuinely lives in that habitat One doubtful inclusion Several do not belong Organisms chosen at random
Explanation Explains the feeding relationship as well as the habitat Explains the habitat Points at parts and names them Cannot explain unaided

6.3 Quarter 3 — Heat-energy poster, or a light and sound safety guide

A. Develop a poster to show some sources and uses of heat energy in your home or neighborhood. B. Collaborate in a small group to develop a safety guide that explains how to stay safe around intense light and sound, including how to protect eyes and ears.

Criterion 4 — Full 3 — Sufficient 2 — Partial 1 — Just beginning
Local sources named Four or more, all genuinely local and observed Three Two, or generic textbook examples One or none
Source and use distinguished Each entry says both where the energy comes from and what it is used for Most entries do Sources only Mixed up
Explanation of the protection (task B) Says why each measure works, not only what to do States what to do Lists measures Absent
Communicates to its reader Readable across the room, words and picture both carrying the message Readable, mostly clear Readable up close only Not legible

6.4 Quarter 4 — Construct a sundial

Construct a sundial that can indicate the time of the day.

Criterion 4 — Full 3 — Sufficient 2 — Partial 1 — Just beginning
It works Marked from real shadows across a day, and reads the time to within half an hour Marked from real shadows Marked by copying a picture Not marked
The record behind it A dated table of shadow direction and length, at least five times in one day A table with some entries Two or three readings No record
The explanation Explains that the Sun's apparent movement is the Earth turning Explains that the Sun moves across the sky Describes the shadow only Absent
Materials Made entirely from recycled or found materials, and says why each was chosen Mostly recycled Some bought All bought

6.5 The group activities

The two group activities carry their own 12-mark rubrics, written into offline-activities.md. They are not repeated here.

7. What is deliberately not here

Absent Why
A practical burning test Nothing in this pack asks a Grade 4 class to light anything. The burning examples are recalled, not performed, and the safety line in the performance standard is the reason
A marked score for the game game.html is formative. Marking it would advantage learners with a device at home
A fixed transmutation table It is a year switch, not a constant. The class record carries both years
Any item requiring a thermometer The guide names weather instruments at Quarter 4 and this repository does not hold DepEd's equipment list. Every item here works with a ruler, a clock and eyes
A rubric for a task the teacher chose Science performance tasks come from the guide. If a school substitutes its own, §6 is the shape to copy, not the content

Part of the E-turo MATATAG artifact set. Companion files: syllabus.md · lesson-plan.md · lesson-plan-ilaw.md · class-record.html