School JOSE RIZAL ELEM. SCH.

Grade Level Four

DAILY LESSON LOG Teacher Maricris T. Panganiban Learning Area Science
Teaching Dates Quarter 2nd Quarter
Time Checked by
Jade 1:10- 2:00
Sapphire 2:00- 2:50
Ruby 4:20- 5:10
Aquamarine 5:10- 6:00

DAY
I. OBJECTIVES

A. Content Standards The learners demonstrate understanding of how the major internal organs such as the brain, heart,
lungs, liver, stomach, intestines, kidneys, bones, and muscles keep the body healthy.

B. Performance The learners should be able to construct a prototype model of organism that has body parts which
Standards can survive in a given environment

S4 LT-IIa-b-1.1.1.a.2
C. Learning  Describe the main function of the major organs of the body
Competencies/Objectives
Write the LC code for each
S4 LT-IIa-b-1.1.1.a.2
Specific Objectives:
 Construct a model of the bones and muscles using recycled materials

 Bones support and protect the body. It enables the person to move. But movements cannot
II. CONTENT
be done successfully without the help of the muscles. Big and small, long and thin bones
are formed all over the body.
III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide Pp 73-76
pages
2. Learner’s Material pp 58-60
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal

B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
ELICIT
Check 5 activities that show how muscles and bones help us move.
1. Erasing the blackboard 5. Beating of the heart
2. Smiling 6. Moving of the legs
3. Kicking the ball 7. Snapping of the fingers

B. Establishing a purpose for
the lesson
C. Presenting Examples/
Instances
D. Discussing new concepts
and practicing the new skills #
1 Activity
E. Discussing new concepts
and practicing the new skills #2
F. Developing mastery (leads to
Formative Assessment #3)
G. Finding practical
applications of concepts and
skills in daily living
I. Evaluating learning
4. Swallowing of food 8. Movement of the stomach
ENGAGE
Let’s do this!
Show the model of the skeletal system. Focus their attention on the shoulder and arm bones.
Why the ends of these bones fit? (The end of the shoulder bone has a hollow and the end of the
arm bone is round like a ball.)
Do you think our bodies could move if the skeletal system is made up of only one long continuous
bone structure?
Today you are going to make an activity that will test the statement
EXPLORE
1.have the student work independently.
2. Introduce Lesson’s activity
3. Set the norms on performing group activities.
4. Let them perform the activities on assigned areas. Supervise
the pupils as they do the activity.
Group Activity: Bones and Muscles(See separate sheet)
Before the activity, let them watch this video first.
https://www.youtube.com/watch?v=d1D_T2H-F5A
EXPLAIN
Ask some pupils to share her/his output and results of the activity.
Ask: How do you feel the activity?
1. In what ways does this model represent a human bones and muscles?
2. As you draw the muscles, in what part of the body did your draw have long
muscles? Short muscles?
3. Do your bones and muscles work together as you performed the given activities?
4. Do you think our bodies could move if the skeletal system is made up of only one
long continuous bone structure?
ELABORATE
Why should the skeletal and muscular system help each other?
EVALUATE
Evaluate their performance using the three-point rubric:
Three points: Bone was organized correctly and represents a true model of the human form.
Although using non-traditional materials. Clearly grasped and applied knowledge of the bones and
muscles.
Two points: Bone was organized correctly and represents a model of the human form. A few areas

J. Additional activities for
application or remediation.
could use more refinement, but still very recognizable. Previous knowledge is applied, however not
all areas are clearly defined.
One point: Bone was recognizable, however some areas are slightly off from the actual human
form. Thinking not clear - no evidence that knowledge was applied. Revision work is needed for
clear understanding.
EXTEND
Make another model of bones and muscles using straw or tissue paper tube holder.

V. REMARKS
_____Lesson carried. Move on to the next objective.
_____Lesson not carried.

VI. REFLECTION JADE(1) SAPPHIRE(2) RUBY(3) ACQUAMARINE(3)

A. No. of learners ___ of Learners ___ of Learners ___ of Learners who ___ of Learners who earned 80%
who earned 80% who earned 80% who earned 80% earned 80% above above
on the formative above above
assessment
B. No of learners ___ of Learners ___ of Learners ___ of Learners who ___ of Learners who require
who require who require who require require additional additional activities for remediation
additional additional activities additional activities activities for
activities for for remediation for remediation remediation
remediation
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work? No. ____ of Learners ____ of Learners ____ of Learners ____ of Learners who caught up
of learners who who caught up the who caught up the who caught up the the lesson
caught up with the lesson lesson lesson
lesson
D. No. of learners ___ of Learners ___ of Learners ___ of Learners who ___ of Learners who continue to
who continue to who continue to who continue to continue to require require remediation
require require remediation require remediation remediation
remediation.
E. Which of my Strategies used Strategies used that Strategies used that Strategies used that work well:
teaching that work well: work well: work well: ___ Group collaboration
strategies worked ___ Group ___ Group ___ Group ___ Games
well? Why did collaboration collaboration collaboration
these work? ___ Games ___ Games ___ Games
___ Power Point ___ Power Point Presentation
Presentation ___ Power Point ___ Power Point ___ Answering preliminary
___ Answering Presentation Presentation activities/exercises
preliminary ___ Answering ___ Answering ___ Discussion
activities/exercises preliminary preliminary ___ Case Method
___ Discussion activities/exercises activities/exercises ___ Think-Pair-Share (TPS)
___ Case Method ___ Discussion ___ Discussion ___ Rereading of
___ Think-Pair- ___ Case Method ___ Case Method Paragraphs/
 Share (TPS) ___ Think-Pair- ___ Think-Pair- Poems/Stories
___ Rereading of Share (TPS) Share (TPS) ___ Differentiated Instruction
Paragraphs/ ___ Rereading of ___ Rereading of ___ Role Playing/Drama
Poems/Stories Paragraphs/ Paragraphs/ ___ Discovery Method
___ Differentiated Poems/Stories Poems/Stories ___ Lecture Method
Instruction ___ Differentiated ___ Differentiated
Why?
___ Role Instruction Instruction
Playing/Drama ___ Role ___ Role ___ Complete IMs
___ Discovery Playing/Drama Playing/Drama ___ Availability of Materials
Method ___ Discovery ___ Discovery ___ Pupils’ eagerness to
___ Lecture Method Method learn
Method ___ Lecture Method ___ Lecture Method ___ Group member’s
Why? Why? Why? Cooperation in doing their
___ Complete IMs ___ Complete IMs ___ Complete IMs tasks
___ Availability of ___ Availability of ___ Availability of
Materials Materials Materials
___ Pupils’ ___ Pupils’ ___ Pupils’
eagerness to learn eagerness to learn eagerness to learn
___ Group ___ Group ___ Group member’s
member’s member’s Cooperation in
Cooperation in Cooperation in doing their tasks
doing their tasks doing their tasks
F. What difficulties __ Bullying among __ Bullying among __ Bullying among __ Bullying among pupils
did I encounter pupils pupils pupils __ Pupils’ behavior/attitude
which my principal __ Pupils’ __ Pupils’ __ Pupils’ __ Colorful IMs
or supervisor can behavior/attitude behavior/attitude behavior/attitude __ Unavailable Technology
Equipment (AVR/LCD)
help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Science/ Computer/
__ Unavailable __ Unavailable __ Unavailable Internet Lab
Technology Technology Technology __ Additional Clerical works
Equipment Equipment Equipment __Reading Readiness
(AVR/LCD) (AVR/LCD) (AVR/LCD) __Lack of Interest of pupils
__ Science/ __ Science/ __ Science/
Computer/ Computer/ Computer/
Internet Lab Internet Lab Internet Lab
__ Additional __ Additional __ Additional Clerical
Clerical works Clerical works works
__Reading __Reading __Reading
Readiness Readiness Readiness
__Lack of Interest __Lack of Interest __Lack of Interest of
of pupils of pupils pupils
G. What innovation or Planned Planned Planned Innovations: Planned Innovations:
localized materials Innovations: Innovations: __ Localized Videos __ Localized Videos
did I use/discover __ Localized __ Localized Videos __ Making use big __ Making use big books from
which I wish to Videos __ Making use big books from views of the locality
__ Recycling of plastics to be used
share with other __ Making use big books from views of the
as Instructional Materials
teachers? books from views of the locality __ local poetical composition
views of the locality __ Recycling of __Fashcards
locality __ Recycling of plastics to be used __Pictures
__ Recycling of plastics to be used as Instructional
plastics to be used as Instructional Materials
as Instructional Materials __ local poetical
 Materials __ local poetical composition
__ local poetical composition __Fashcards
composition __Fashcards __Pictures
__Fashcards __Pictures
__Pictures

Acitivity 1

Waste Cotton Buds Skeleton

Materials:

colored paper, 26 pcs waste cotton buds(white tube), small glue, scissors, small white paper, 1 colored pen

Procedure:

1. Take a small white paper for the head, cut it oval.

2. 14 whole size cotton buds
3. 7 whole cotton buds. Cut it half.(14pcs)
4. 5 whole size of cotton buds. Cut it near the head.
5. Plan out the design in the construction paper.
6. Glue all the pieces in the construction paper.
7. Design the head with oval eyes, nose and teeth.
8. Using a colored pen, draw the muscles in every part of the bones.

Guide Questions:

1. In what ways does this model represent a human bones and muscles?
2. As you draw the muscles, in what part of the body did your draw have long muscles?
Short muscles?