Lesson Plan in Science IV

I. Objectives: At the end of the discussion, the grade 4 learners are expected to:
Identify the specialized structures of terrestrial and aquatic plant. (S4LT-IIe-f-9)
II. Subject Matter:
a. Concept: Plants as a living organism, adapt their own environment for survival. Because
of this, there are terrestrial and aquatic plants which developed specialized structures tp
adapt.
b. References: TG: pg. 121-124 & LM's pg. 116-117
Materials: pictures of the land plants, potted plants, and PowerPoint presentation
c. Value Integration: Knowing the importance of identifying terrestrial and aquatic plants.
III. Learning Tasks:
A. Preparatory Activities:
Prayer, checking of attendance and motivation
Arrange the following words given in the board.
1. Liartserret
2. ticauqa

The teacher will ask: Can anybody guess what are we going to learn this morning based from the
given jumbled words?
B. Developmental Activities
1. Engagement
 The teacher will present pictures and let the pupils describe each pictures.
•Teacher will say: We just studied about different kinds of animals living in land and
water. Do we find plants growing in land and water too? ?
 Take the pupils around the school grounds and make them list names of plants they see.
One plant per pupil is enough. If you also have pond or an aquarium, you can take them
there as well and ask them to draw one plant.
 Gather their drawings or lists. Group the names or drawings into those that grow on
land and those that grow on water.
 Prepare a table on a clean cartolina paper similar to the table given below.
 Ask the pupils to write their answer on the cartolija paper.

Plants that grows on land Plants that grow in water

2. Exploration
 Inform you pupils that they will do an activity in a place assigned to them.
 Remind pupils to observe proper behavior as they perform individual and group
tasks
 Ask them t o do Lessonc27: LM Activity 1 “What is it? “ (This should be copied in
their science notebook).
 After all have finished the activity, ask pupils to go back to their classroom.

3. Explanation
 The teacher will ask a random member from each group to present the group’s result
and answer the guide questions.
 What is common to all plants?
 Do the plants have the same stem?
 Do the plants have the same leaves?
 What new things have you have learned about the plants?
 Do these plants grow in land?
 Lead the class to state this:
We call plants that grow in soil terrestrial plants and those that grow in water aquatic
plants
Some terrestrial plants are small and others are big. There ate plants with big trunks
while others have soft stem. Terrestrial plants grow in different places. There are plants
that grow directly on soil while others grow in rocks.
Aquatic plants live within watery environments. In the ecosystem, aquatic plants serve
as food and habitat for animals living in the sea and prevent shorelines, ponds, and lakes
from eroding by providing soil stability.
4. Elaboration
 The teacher will say: They have parts in common but certain structures enable
plants to function under certain conditions.
 Let the pupils state the commonalities and differences and the inferred
functions. Pupils should be allowed to infer the functions of the specialized
structures and confirm pupils' answers against scientific viewpoints.
Say: Plants living in different places are exposed to varied conditions. However,
their structure are suited to particular needs. For example, forest plants tend to
grow tall and sturdy
Shapes and sizes of the leaves are also important for survival. Plants like
bananas produce big, broad leaves to efficiently trap more energy.
Plants with waxy leaves help to protect themselves from dehydration as a result
of too much exposure to the sunlight.
Some plants have also developed structures to store water especially in the
desert. Cactus is the best examples of desert plant.
Roots of the plants adapt themselves too to their habitat. They differ in sizes
and shapes too. These characteristics are determined by their functions.
 IV. Generalization
 The teacher and the pupils will generalize the lesson
 Say: What have you learned from today’s discussion?
 What is the difference between terrestrial plants and aquatic plants?

Valuing: Does knowing the different structures of terrestrial and aquatic plants important?

5. Evaluation
List down all the common names of the plants actually selected by the pupils during
the activity. Let them group them as to terrestrial or aquatic.

V. Assignment
In your assignment notebook, list at least 5 terrestrial plants you found at home.