DETAILED LESSON PLAN IN SCIENCE 4

I. Objectives:
At the end of the one-hour period the students should be able to;
1. Define clear understanding of what a habitat is as well as the kinds and
categorize the animals according to their habitat.
2. Denote understanding of animals’ body parts that make them adapt to
land or water in their particular habitat.
3. Identify the body parts of animals that enable them to adapt in water as
well as the ways on how to protect animals.

II. Subject Matter:

A. Topic: Animals Live in Water
B. Learning Competencies: The learners should be able to infer the
body structures that help animals adapt and survive in their particular
habitat ( S4LT-IIc-d-5)
C. Reference:
 Learner’s Materials: Science for Daily Use 5. Tan, Conchita T.
2012 pp. 68-69
D. Instructional Materials:
 Manila Paper
 Chart
 Pictures of animals that live in water, land, and both land and
water.

III. Procedure

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Preliminary Activities

“Good morning students!” “Good morning ma’am!”

“What are the different habitats of

animals?”
“Yes ma’am!”
( all the students)
Some pupils will answer the
(after 2 minutes) question based from their prior
knowledge.
There are two types of habitats
in comparison with each other.
Terrestrial habitats are ones that are
found on land, like forests,
grasslands, deserts, shorelines, and
wetlands. On the other hand, aquatic
habitat is a habitat with water. It
includes areas that are permanently
covered by water and surrounding
areas that are occasionally covered
by water. Estuaries, rivers, and
marshes are examples of aquatic
habitats.

“Do you know any kind of animals

that can both live on land and
water?”
Correct
(frogs, salamanders, toads, etc.)
B. Review
Using this table below, put the
picture of each animal under the
correct habitat.

Live in Live both Live in

land land and water
water

C. MOTIVATION
Animals:

(The students will put the

corresponding animals in their
natural habitats.)
 “Yes, ma’am. The hippopotamus.”

(John put the hippopotamus on both

water and land.)
 
The teacher assigns various types of
animals to students at random.

“Is there anything wrong with putting

the animals in their natural “Amphibians Ma’am.”
environment?”

“Animals live in different habitats

“Can you John put it in the right because of the different adaptations
place?” ma’am.”
( Student’s answer may vary)
“Good job, John”

“Class, the hippopotamus also lives

on both land and water. Animals that
can survive both on land and water
are called in this term.”

Correct

“Why do you believe that animals

survive in different habitats?”
(Students in each group brainstorm
and decide on their presentation
after 15 minutes.)
“Good!”

(The teacher will explain clearly to

the students.)

C.
You will be divided into three (3)
groups. A task has been assigned to
each group (alphabetically ordered).

Following the groupings, here below

are your tasks: You will have 15
minutes to prepare and 3–5 minutes
to present your task. To present your
answer, use manila paper.

Group 1: Solve the puzzle to

uncover the sea creatures depicted
in the images. Answer this following (Each group presents their output or
question, “What animals can be group task.)
found in the water?”

Group 2: Connect the body

structures to each function and
answer this question, “What are the
features of animals' bodies that
enable them to survive under the
water?”

Group 3: Create a list of strategies to

safeguard sea animals. Please
answer the question, "Why can “Aquatic Animals, ma’am”
these animals survive under the
water?"

“Ma’am, those animals live under

Each group should be ready to
present their work after 15 minutes.
The rubrics are found below.
D. DISCUSSION
(Discussion and clarification of the
results of the group activities.)
the water”
“They have scales Ma’am.”
“It is for their protection ma’am and
also protection from certain diseases
and from some animals that live
under the water.”

“What animals did you observe

during the activities?”

“Correct, those animals are

aquatics animals.”
“Where do these animals live?”

“What do these animals have?”

“What are their uses?”

"Very good. Their scales are their

protection, and also their scales are
smooth and slimy, arranged in an
overlap from head to tail so that the
water slips smoothly as it moves
forward."
“Ma’am!”
“Class, go back to your respective
chairs.” Whale
Seal
Fish
(The teacher continues the Star fish
discussion.) Shark
On a clean sheet of paper, make a ( the answer may vary)
list of all the aquatic animals as
many as you can in just 1 minute.

“Can any of you share your

answer?” “Because they have this specific
body part called gills so that they
“Okay, Nicole share your answer” can breathe underwater.”

“No, because some aquatic animals

“All of your answers are correct. get their oxygen in water, and they
Thank you for sharing your can’t survive on land very long.”
answers. ”
“There is importance in allowing the
“Why do these animals seem to be animals to live in their natural
able to survive in water?” environment because some
environments can’t provide all the
“Will they be able to survive if they things needed for a fulfilling or
are placed in another habitat, such healthy life for the animals to be able
as on land? Why not?” to survive.”

“What is the significance of allowing

them to live in their natural
environment?”
(The teacher pastes a manila paper
with the continuation of the
discussion.) “The animals have body structures
that help them adapt and survive in
 
water.”
(The teacher will ask questions)

“Why do certain animals survive in

water and adapt to their “The body structures that enable
surroundings?” them to live in water are the scales,
outside skeleton, shells, and gills. “
“Correct!”

“What animal body structures assist

them in surviving and adapting to life
in water?”

“Correct!”
(The teacher will add some
information to make it clear to the
students.) 

RUBRICS

5 4 3
Content There is clear It is close to the The information
and organized correct answer in is not accurate
response to this the and not clearly
corresponding corresponding presented.
task. task and is
presented
clearly.

Delivery Delivered the Delivered the Needs

presentation presentation improvement on
clearly, and the slightly and the his/her work
audience's voice is not loud
interest was and clear.
considered, as
were gesture,
voice, and eye
contact. 

Collaboration All members Half of the There was no

have the members helped proof of
 collaboration in in doing the task. collaboration
preparing the between the
activity in silence members itself.
and the output is
splendidly
presented.

IV.EVALUATION

Test I.
Direction: Read and analyze each
statement. Write TRUE if the
statement is correct and FALSE id
the statement is wrong. 1. TRUE
___________1. Fish are covered with
scales for protection from diseases
and from other animals that live in
water.
2. TRUE
___________2. Animals have body
structures that help them adapt to
water. 3. TRUE
___________3.Some animals survive 4. FALSE
and adapt to water.
___________4. Tortoises live only in 5. TRUE
water.
___________5. Adaptation is the
structure or behavior that help an
organism survive in its environment.
(the answers may vary)
Test II.
On a short bond paper, write what
you have learned about the topic.
You may begin with the statement,
"Now I know that”… In 3-5 sentences.

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E. ASSIGNMENT
Answer the question in 2-5 sentences. Why do some animals live in both
water and land? Why do they survive?

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Members:
Cameron Diaz
Cindy Barcelon
Laily Cano
Maricar Lopez