Science · Key Stage 2

Week Planner — Grade 4 — Science 4

All 33 weeks of the year, with the curriculum guide competency for each.

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33weeks
33competencies
4Quarters
1Built in full

The week numbers are this repository’s proposal, not DepEd’s. A school’s approved Budget of Work replaces every one of them. The competency text and the quarter it belongs to are the guide’s own.

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Term 1 June – September

Quarter 1 ◆ Materials — what this quarter is driving toward
Content standards
Learners learn that: 1. Science inventions have brought about major changes to our daily lives. 2. Chemical properties of materials determine their uses. 3. Communication skills and open mindedness are needed in solving environmental issues.
Performance standard
By the end of the Quarter, learners describe chemical properties of materials and changes to them. They demonstrate an understanding that science processes can solve everyday problems and use creativity and determination to provide examples. They exhibit objectivity and open-mindedness in gathering information related to environmental issues and concerns in the community.
Performance task (from the guide)
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.
1Week

A Filipino or foreign scientist and their invention

Quarter 1 ◆ Materials Q1 · 1

Curriculum guide competency

  • 1. use information from secondary sources to identify a famous Filipino and/or foreign scientist and their invention/s

Competency placed; teaching materials not built

2Week

An invention from home or the barangay, and its impact

Quarter 1 ◆ Materials Q1 · 2

Curriculum guide competency

  • 2. use information from the home or the local community to identify a science invention and explain its impact on their everyday life

Competency placed; teaching materials not built

3Week

Chemical properties — burns, reacts, degradable, biodegradable

Quarter 1 ◆ Materials Q1 · 3

Curriculum guide competency

  • 3. describe the chemical properties of materials, such as they can be burnt, react with other materials, or are degradable or biodegradable

✔ This week has the complete artifact set — Open the full set

4Week

What heating does: wood, coal, sugar

Quarter 1 ◆ Materials Q1 · 4

Curriculum guide competency

  • 4. describe changes in properties of materials when exposed to certain changes in temperature, such as changes when wood or coal are burned

Competency placed; teaching materials not built

5Week

Minimising harmful changes; handling reactive materials

Quarter 1 ◆ Materials Q1 · 5

Curriculum guide competency

  • 5. demonstrate ways to minimize harmful changes in materials, such as restriction of burning of waste materials, and care in handling reactive materials

Competency placed; teaching materials not built

6Week

Local issues science can address — waste treatment

Quarter 1 ◆ Materials Q1 · 6

Curriculum guide competency

  • 6. identify issues and concerns in the local community and how they could be addressed by science, such as the treatment of waste; and

Competency placed; teaching materials not built

7Week

The guided survey: grouping, classifying, open-mindedness

Quarter 1 ◆ Materials Q1 · 7

Curriculum guide competency

  • 7. apply science process skills and attitudes in conducting a guided survey about environmental issues and concerns including grouping and classifying, communicating, and open mindedness

Competency placed; teaching materials not built

8Week

Quarter 1 performance task — invention model, or fertiliser from household waste

Quarter 1 ◆ Materials Performance task Q1 · PT

Competency placed; teaching materials not built

Quarter 2 ● Living Things — what this quarter is driving toward
Content standards
1. Animals and plants have systems that function to keep them alive. 2. Animals and plants live in habitats that meet their basic needs. 3. Animals have life cycles that include development and reproduction. 4. Animals can be grouped according to the food that they eat. 5. Food chains show a series of living things that depend on each other for food. 6. Using drawings, tables, and flowcharts is an important skill in learning science concepts and in learning about science processes.
Performance standard
By the end of the Quarter, learners identify that plants and animals have systems whose function is to keep them alive. They observe, describe, and create representations to show how living things interact with their habitat, survive, and reproduce in specific environments. They use flowcharts to show the feeding relationship among different organisms within a given environment.
Performance task (from the guide)
Create a diorama, terrarium, or an aquarium to illustrate how some plants or animals live on land or in water.
9Week

Human body systems: muscular, skeletal, digestive, circulatory, respiratory

Quarter 2 ● Living Things Q2 · 1

Curriculum guide competency

  • 1. describe in simple terms how the following human body systems work: muscular, skeletal, digestive, circulatory, and respiratory

Competency placed; teaching materials not built

10Week

Root and shoot systems in plants

Quarter 2 ● Living Things Q2 · 2

Curriculum guide competency

  • 2. observe the root and shoot system in plants and describe why they are important

Competency placed; teaching materials not built

11Week

Terrestrial, aquatic, aerial — classifying by habitat

Quarter 2 ● Living Things Q2 · 3

Curriculum guide competency

  • 3. use a drawing or diagram to classify some Philippine animals and plants, based on their habitat: some live on land (terrestrial), live in water (aquatic) or fly in the air (aerial)

Competency placed; teaching materials not built

Term 2 September – December

Quarter 2 ● Living Things — what this quarter is driving toward
Content standards
1. Animals and plants have systems that function to keep them alive. 2. Animals and plants live in habitats that meet their basic needs. 3. Animals have life cycles that include development and reproduction. 4. Animals can be grouped according to the food that they eat. 5. Food chains show a series of living things that depend on each other for food. 6. Using drawings, tables, and flowcharts is an important skill in learning science concepts and in learning about science processes.
Performance standard
By the end of the Quarter, learners identify that plants and animals have systems whose function is to keep them alive. They observe, describe, and create representations to show how living things interact with their habitat, survive, and reproduce in specific environments. They use flowcharts to show the feeding relationship among different organisms within a given environment.
Performance task (from the guide)
Create a diorama, terrarium, or an aquarium to illustrate how some plants or animals live on land or in water.
12Week

Animals and plants of one habitat: garden, rice field, seashore, mangrove

Quarter 2 ● Living Things Q2 · 4

Curriculum guide competency

  • 4. make a list or draw up a table with examples of animals and plants in a particular habitat, such as a garden, rice field, seashore, and mangrove swamp

Competency placed; teaching materials not built

13Week

Life cycles as flow charts: butterfly, frog, chicken, human

Quarter 2 ● Living Things Q2 · 5

Curriculum guide competency

  • 5. use flow charts to compare the different stages in the life cycle of animals, such as a butterfly, frog, chicken, and human

Competency placed; teaching materials not built

14Week

Herbivore, carnivore, omnivore

Quarter 2 ● Living Things Q2 · 6

Curriculum guide competency

  • 6. use information from secondary sources to group animals according to the food they eat: plant eaters (herbivores), meat eaters (carnivores), and plant and meat-eaters (omnivores); and

Competency placed; teaching materials not built

15Week

Drawing a Philippine food chain

Quarter 2 ● Living Things Q2 · 7

Curriculum guide competency

  • 7. draw a simple food chain using living things from the Philippines and label them as herbivores, carnivores, and omnivores

Competency placed; teaching materials not built

16Week

Quarter 2 performance task — diorama, terrarium or aquarium

Quarter 2 ● Living Things Performance task Q2 · PT

Competency placed; teaching materials not built

Quarter 3 ▶ Force, Motion, and Energy — what this quarter is driving toward
Content standards
1. Science processes help in observing and predicting how things move. 2. Pushes and pulls can change the position and shape of objects. 3. Gathering scientific information helps explain the behavior of objects and materials. 4. Magnets affect some objects and materials without touching them. 5. Energy is present whenever there is movement, sound, light, or heat.
Performance standard
By the end of the Quarter, learners use simple equipment and processes to measure and record data related to movement and describe and predict the way things around them move using more scientifically technical language and concepts, such as speed and force. They demonstrate an understanding that science processes are used to gain deeper understanding about forces and energy that cannot be seen directly. Learners apply their observation skills and objectivity to identify where energy is evident in their local communities.
Performance task (from the 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.
17Week

Rigid and soft objects: how they move and change shape

Quarter 3 ▶ Force, Motion, and Energy Q3 · 1

Curriculum guide competency

  • 1. participate in guided activities to discover and predict how rigid and soft objects can be moved and/or changed in shape

Competency placed; teaching materials not built

18Week

Measuring distance and time and what speed means

Quarter 3 ▶ Force, Motion, and Energy Q3 · 2–3

Curriculum guide competencies

  • 2. measure accurately the distance and time when things move using simple equipment
  • 3. identify that how far an object moves in a given time is called speed

Competency placed; teaching materials not built

19Week

Graphs of speed — stationary, uniform, fast, slow

Quarter 3 ▶ Force, Motion, and Energy Q3 · 4

Curriculum guide competency

  • 4. construct and label simple graphs of different speeds including stationary and uniform speeds, both fast and slow

Competency placed; teaching materials not built

20Week

Pushes and pulls change speed and direction and change shape

Quarter 3 ▶ Force, Motion, and Energy Q3 · 5–6

Curriculum guide competencies

  • 5. participate in guided activities to demonstrate that pushes and pulls can be used to change the speed and direction of an object
  • 6. determine how forces can change the shape of objects such as when they are pushed, pulled, stretched, bent, twisted, or squeezed

Competency placed; teaching materials not built

21Week

The properties of magnets

Quarter 3 ▶ Force, Motion, and Energy Q3 · 7

Curriculum guide competency

  • 7. carry out guided investigations to identify the properties of magnets, including how they affect other magnets and objects made of different materials

Competency placed; teaching materials not built

22Week

Acting at a distance: magnets, sunlight, loud noise

Quarter 3 ▶ Force, Motion, and Energy Q3 · 8

Curriculum guide competency

  • 8. identify examples of how objects can affect other objects even when they are not in contact with each other

Competency placed; teaching materials not built

Term 3 January – April

Quarter 3 ▶ Force, Motion, and Energy — what this quarter is driving toward
Content standards
1. Science processes help in observing and predicting how things move. 2. Pushes and pulls can change the position and shape of objects. 3. Gathering scientific information helps explain the behavior of objects and materials. 4. Magnets affect some objects and materials without touching them. 5. Energy is present whenever there is movement, sound, light, or heat.
Performance standard
By the end of the Quarter, learners use simple equipment and processes to measure and record data related to movement and describe and predict the way things around them move using more scientifically technical language and concepts, such as speed and force. They demonstrate an understanding that science processes are used to gain deeper understanding about forces and energy that cannot be seen directly. Learners apply their observation skills and objectivity to identify where energy is evident in their local communities.
Performance task (from the 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.
23Week

Energy causes change and sources of light, sound and heat around us

Quarter 3 ▶ Force, Motion, and Energy Q3 · 9–10

Curriculum guide competencies

  • 9. identify that energy is something that can cause change including light, sound, and heat energy; and
  • 10. observe and identify sources and uses of light, sound, and heat energy at school, at home and in the local community

Competency placed; teaching materials not built

24Week

Quarter 3 performance task — heat-energy poster, or a light and sound safety guide

Quarter 3 ▶ Force, Motion, and Energy Performance task Q3 · PT

Competency placed; teaching materials not built

Quarter 4 ■ Earth and Space — what this quarter is driving toward
Content 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.
Performance standard
By the end of the Quarter, learners use simple equipment to identify how types of soil hold water to support the 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. Learners use personal observations and reliable secondary information sources to describe the Sun and explain its importance to life on Earth.
Performance task (from the guide)
Construct a sundial that can indicate the time of the day.
25Week

Comparing soils: sandy, clay, silt, loam — and which holds water

Quarter 4 ■ Earth and Space Q4 · 1

Curriculum guide competency

  • 1. participate in guided activities using simple equipment to compare different types of soil including sandy, clay, silt, and loam, including comparing the ability of the soils to hold water

Competency placed; teaching materials not built

26Week

Water as a basic need and which soil grows a plant best

Quarter 4 ■ Earth and Space Q4 · 2–3

Curriculum guide competencies

  • 2. recognize that water is one of the basic needs of plants and animals
  • 3. participate in a guided investigation to identify the effect of different types of soil on the growth of plants

Competency placed; teaching materials not built

27Week

The characteristics of weather

Quarter 4 ■ Earth and Space Q4 · 4

Curriculum guide competency

  • 4. identify some of the basic characteristics used to describe the weather, such as air temperature, air pressure, wind speed, wind direction, humidity, rain, and cloud cover

Competency placed; teaching materials not built

28Week

Using weather instruments across a school day

Quarter 4 ■ Earth and Space Q4 · 5

Curriculum guide competency

  • 5. use weather instruments to measure and record some of the characteristics of weather during a school day

Competency placed; teaching materials not built

29Week

Reading a local weather chart; safety in extreme weather

Quarter 4 ■ Earth and Space Q4 · 6

Curriculum guide competency

  • 6. examine a local weather chart to make simple interpretations about the local weather and how it might change and describe and practice safety precautions to use during poor or extreme weather conditions

Competency placed; teaching materials not built

30Week

The Sun: composition, size, and the energy it radiates

Quarter 4 ■ Earth and Space Q4 · 7

Curriculum guide competency

  • 7. describe some of the overall characteristics of the Sun, such as its composition, its size, and the main energy it radiates

Competency placed; teaching materials not built

31Week

The shadow stick, and why the Sun appears to move

Quarter 4 ■ Earth and Space Q4 · 8

Curriculum guide competency

  • 8. 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

Competency placed; teaching materials not built

32Week

Why the Sun matters to living things — checked against secondary sources

Quarter 4 ■ Earth and Space Q4 · 9

Curriculum guide competency

  • 9. 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

Competency placed; teaching materials not built

33Week

Quarter 4 performance task — construct a sundial

Quarter 4 ■ Earth and Space Performance task Q4 · PT

Competency placed; teaching materials not built

No week matches that filter.