Grade 4 Science Module: “Safety Precautions during Different Weather Conditions”

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.

Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.

This module was designed and written for you to help you understand the different safety precautions during different weather conditions, and to be familiarized with the different storm warning signals. In this module, you are going to do activities that will help you deal with different weather conditions
that you are going to experience in your everyday life.

The module will focus on:

  • Lesson 1 – Making Simple Interpretations about the Weather
  • Lesson 2 – Identifying Safety Precautions during Different Weather

After going through this module, you are expected to be able to:

1. identify safety precautions during sunny days, rainy days, and windy days;

2. describe the characteristics of each storm warning signal; and

3. identify safety precautions before, during, and after a typhoon.

Grade 4 Science Quarter 4 Self-Learning Module: “Safety Precautions during Different Weather Conditions”


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