GRADE 1 to 12 School URDANETA I CENTRAL SCHOOL Grade FOUR

DAILY LESSON LOG

Teacher MARVIE T.BLANCO Learning Area: SCIENCE
(Pang-araw-araw na
Tala ng Pagtuturo) Week/Teaching Date WEEK 1 NOVEMBER 2-4,2022 Checked by: SALVACION G.TABELIN
9:55-10:45AM
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standards Demonstrate understanding of how the major internal organs, such as the brain, heart, liver, stomach, bones and muscles keep the body
healthy.

B. Performance Describe the main function of major organs.

Standards
C. Learning 1. Describe the functions 1. Describe the 1. Describe the functions 1. Identify common bone Demonstrate first aid
Competencies/ of the bones. functions of the of the muscles. injuries and diseases. measures for common
Objectives muscles. *involuntary and bone injuries and
( Write the Code for 2. Describe how do voluntary diseases
each) bones and muscles
allow us to move.

II. CONTENT Major Organs of the Major Organs of the Major Organs of the Body Common Bone Injuries First Aid Treatment for
( Subject Matter) Body Body -Bones and Muscles and Diseases Bone and Muscle
-Bones and Muscles -Bones and Muscles Injuries
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 73-79 73-79 73-79 73-79 73-79
2. Learner’s Material 58-69 58-69 58-69 58-69 58-69
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
LR portal
B. Other Learning skeleton dance video skeleton dance video skeleton dance video skeleton dance video Speakers ,ice bag, elastic
Resources bandage,
IV. PROCEDURE
I. ELICIT Let the pupils do the What are the functions What are the functions of Let the pupils do the What are common bone
Skeleton dance. of the bones? the bones? Skeleton dance. and muscle injuries? Tell
something about these.
 - “What would we look - “Do you think could - “Do you think could - Did you experience While you were playing
like if we have no bones move with the bones move with the bones having some bone luksong baka, one of
in our body? alone? alone? injuries or muscle your friends fell and
injuries? How did you broke his bone in his
feel? elbow, what are you
going to do first?
II.ENGAGE. Let the pupils touch and *Show a video of how *Show a video of how the Show pictures of children - Show a video of
feel their bones and tell the muscles and bones muscles and bones allow suffering from bone applying a first aid
something about these allow a person to a person to move. injuries and muscle measure for a fractured
bones. move. injuries. bone.
III. EXPLORE -See pp 62 of the LM for Introduce the activity. Introduce the activity. See - Introduce the activity. Introduce the activity.
the activity. See pp 59 of the LM for pp 61 of the LM for the See pp 65 of the LM for See pp 68-69 of the LM
. the gactivity. activity. the activity for the gactivity.
.
-The teacher further -The teacher further -The teacher further -The teacher further -The teacher further
explains the lesson. explains the lesson. explains the lesson. explains the lesson. She explains the first aid
1.What are the bones 1. How many bones are 1. What helps your finger explains the common treatment for bone
that protect the internal involved in the bones move as you write? bone and muscle injuries. injuries.
organs? movement? 2. Were you able to 1.What are the common -The teacher
2. Which set of bones 2. Are the bones control the movement of muscle injuries? demonstrates the first
protect the lungs and the connected to each your arms and legs? 2. What are the common aid treatment for
liver? other? 3-7. See LM, p.61 bone injuries? different bone and
3-4. (See LM, p.63) 3. (See LM, p.60) *Explain what voluntary 3-7. (See LM, p.66-67) muscle injuries.
- The teacher clarifies and involuntary muscles
misconceptions are.

IV.ELABORATE -Show pictures of these -Explain the -Explain the background -Explain the background -Explain the background
bones that protect the background information (pg 62of LM) information (pg 67of LM) information (pg 69of LM)
internal organs and information (pg 60of -Have the pupils master -Have the pupils master -Have the pupils master
explain the function of LM) the concepts. the concepts. the concepts.
each. -Have the pupils
master the concepts.

V.EXPLAIN *What do you think Do you think the body What will happen if we *What are you going to Find a partner and
might happen to our can move if the don’t have involuntary do to avoid these bone demonstrate the first aid
internal organs if there muscles and the bones muscles in our body? and muscle injuries? treatment for one of the
are no bones? do not coordinate with following:
each other? 1. Fracture
If the bones do not 2. Cramps
have joints, what will 3. Bruise
 happen? 4-5.
Why?

* What are the functions *What are the *What is the difference * What are different *What are the first aid
of the bones? functions of the between voluntary and bone and muscle treatment for different
*What are the bones muscles? involuntary muscle? Give injuries? bone and muscle
that protect the internal examples. injuries?
organs?

VI. Evaluate What bone protects the Tell whether the Tell whether the Identify the following The first aid treatment
following: statement is TRUE or following are voluntary bone and muscle injury: demonstration will serve
1. Brain FALSE. or involuntary muscles: 1. It is a break in the as the evaluation part of
2. Heart 1. The muscle and 1. Leg muscles bone. the lesson. Use rubrics in
3. Liver bones coordinate with 2. Arm muscles 2. It occurs when a assessing their
4. Vertebrae or each other to make the 3. Heart muscles bone is displaced performance.
backbone body move. 4. Lung muscles out of its proper
5. Pelvic bone 2. The point where the 5. Eyelid muscles position.
bones meet are called 3-5.
joints.
3-5.
VII. EXTEND Draw the bones that Draw the skeletal List some examples of Research some first aid List the steps in
protect our internal system in a a bond voluntary and involuntary measure for these bone performing the first aid
organs. paper. muscles. and muscle injuries. treatment for sprain.
V. REMARKS

VI. REFLECTION

A.No. of learners earned

80%in the evaluation.

B . No. of learners who

required additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
GRADE 1 to 12
DAILY LESSON LOG
(Pang-araw-araw na
Tala ng Pagtuturo)
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
______________________________________________________
_________________________________________________________________________________________________________
__________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
______________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
________________________________________________________________________
School Grade Level FOUR
Teacher Subject SCIENCE
Teaching Dates and Time WEEK 2 Quarter 2nd

I.OBJECTIVES
a.Content Standards
b. Performance Standards
c. Learning Competencies/
Objectives. Write the LC
Code for each
II.CONTENT
III.LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Resources from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV.PROCEDURES
A.Review previous lesson or
presenting the new lesson.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
HOLIDAY Summative no. 1
Demonstrate understanding of how the major internal organs, such as the brain, heart, liver, stomach, bones and muscles keep the body
healthy.
Describe the main function of major organs.
I.Describe the structure I.Explain how the heart and I.Enumerate heart and
and function of the lungs work together to make lung ailments and their
kidneys. the body function properly. treatment.
Identify common kidney
disorders and diseases
and their treatments
Functions of the kidneys Heart and Lungs Heart and Lung Ailments
84-87 88-90 90-92
78-80 81-82 83-85
How often do you urinate Start the lesson by showing Show a picture of group
in a day? the heart and lung model of people smoking while
Have you asked yourself children are playing.
where our urine come
from?

B. Establishing the purpose
to the lesson.
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
F. Developing Mastery (Leads
to Formative Assessment 3
G. Finding practical
applications of concepts and
skills in daily living
What organ in our body Put your right hand on the
produces urine? upper left part of their
chest.What do you feel ?
What causes the beating of
your heart?
We will study the body We will study today what
organ responsible for causes the movement of
cleaning our blood and your heart?
how we can take care of
it?
Exploration: Exploration:
Group Activity Group Activity
Explanation: Explanation:
Discuss the structure and Discuss the structure and
functions of the functions of heart and
kidneys.Follow the lungs.Put emphasis on how
discussion of diseases and heart and lungs work
disorders of kidney. together to make the body
function.
What are the functions of Elaboration:
the kidneys?What are the Ask the pupils to act on the
ailments or diseases dialogue ,Nikkie and Danics
related to kidney? on LM.
. What will you do to How does the heart and
prevent yourself from lungs work together?
having kidney ailments?
What do you think will
happen to the people
who frequently smoke?
What do you think will
happen to the children
who frequently inhale
smoke from cigarettes?
Can affect our heart and
lungs?
Let’s find out possible
ailments or diseases of
our heart and lungs.
Exploration:
Group Activity
Explanation:
Refer to L.M. page 86-87
Elaboration:
Follow the discussion of
diseases and disoreders of
heart and lungs. Use a
chart in presenting the
diseases and disorders of
heart and lungs
What happen if we
continue to inhale
cigarette smoke?

H. Making generalizations
and abstractions about the
lesson
What happens if we
continue to pollute the
air?
Give the preventive What are the ailments of
measures to avoid kidney the heart ? lungs?
What is the function of the
and liver ailments. How can they be
heart and lungs work
What are the functions of preventive?
together?
the kidneys?

Directions:Put / if the Directions:Write True if the Directions:Give the

I. Evaluating learning
statement describe the statement shows the
function of the kidney and function of the heart and
x if not. lungs and False if not.
1.Remove the liquid 1.The heart receive oxygen
waste from the blood. from the lungs and continues
2.Filtered the salts and to contract.
nitrogeneous waste from 2.The major metabolic waste
the blood. produced by our body.
3.Digest the food we 3.The heart and lungs
intake. support each other to allow
4-5.Give the common distribution of nutrients and
kidney disorders and oxygen to all parts of the
diseases. body.
4.The carbon dioxide as a
waste material of the body is
removed from the body
through the lungs.
common ailments of the
heart and lungs:
1.It is a condition where a
person experience
difficulty in breathing.
2.It is characterized by a
sudden rise of blood
pressure.
3.It occurs when there is
an increase in WBC count.
4.It is marked by
sneezing ,runny nose ,
coughing , sore throat and
sometimes fever and
headache.

Make a list of food to be What are helpful practices

J. Additional activities for
application or remediation
included in your diet to to avoid heart and lung
Draw lung and heart model
avoid acquiring kidney ailments?
and label its part.
and liver ailments .

V.REMARKS
VI.REFLECTION
A. Number of pupils who
earned 80% in the evaluation
B. Number of learners who
require additional activities
for remediation who score
below 80%
C. Did the remedial lesson
work? No. of learners who
got caught up in the lesson
D. Number of learners who
continue to require
remediation
E. Which of my teaching
strategy worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. what innovation or
localized materials did I used
to discover which I wish to
share with the teachers.

GRADE 1 to 12 School Grade Level FOUR

DAILY LESSON LOG Teacher Subject SCIENCE
(Pang-araw-araw na Teaching Dates and Time WEEK 3 Quarter 2nd
Tala ng Pagtuturo)

I.OBJECTIVES
a.Content Standards
b. Performance Standards
c. Learning Competencies/
Objectives. Write the LC
Code for each
II.CONTENT
III.LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Resources from
Learning Resources (LR)
Portal
B. Other Learning Resources
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Summative no. 2
Demonstrate understanding of how the major Demonstrates understanding of animals have body parts that make them adapt to
internal organs, such as the brain, heart, liver, land or water
stomach, bones and muscles keep the body
healthy.
Describe the main function of major organs. Construct a prototype model of organism that has body parts which can survive in a
given environment.
I.Identify the different I.Identify ways on how to I.Infer that animals have I.Infer that nimals have
functions of the brain take care of the different different body structures different body structures
and how it works. internal organs of the that make them adapt to that make them adapt to
2.Identify the body. water. . land.
common causes of 2.Explain the importance
illnesses of the of practicing proper
brain and their health habits.
treatment.
Functions of the Proper Care of Internal Body Parts of Animals that Body Parts of Animals
Brain Organs Live in Water that Live on Land
93-95 96-97 100-102 103-104
92-94 95-97 98-100 101-102
IV.PROCEDURES
A.Review previous lesson or
presenting the new lesson.
B. Establishing the purpose
to the lesson.
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
F. Developing Mastery
(Leads to Formative
Assessment 3
What will you do if an Show pictures of a Using the Venn Diagram Game; Minute to win it
angry dog barks at healthy pupil and a sick below, place the animals in Divide the class into
you? child . the (meta cards/ picture groups . Provide each
What can a healthy child cards) in their natural group with set of jumbled
do? What about a sick environment. parts of an aquatic
child? animal.Give them one
minute to arrange the
jumbled parts to form the
animal. The group who
can form the animal in
one minute will be
declared the winner.
What makes you cry? What are the different Where do animals live? What are these animals?
major organs of our What are the different Why can they live in
body? habitats of animals? water?
Today we will learn Let us find out how we Today we will find out how In the activity are there
about function of our can protect our internal animals survive in their parts that remain
brain and the organs to become helthy environment particularly in unused?
common illnesses and and fit? water. How do you think these
their treatment. animals survive on land?
Exploration: Exploration: Exploration: Exploration:
Group Activity Group Activity Group Activity Group Activity
Explanation: Explanation: Explanation: Explanation:
Discuss the functions Refer to background What animals did you Based on your
of the brain and the information for teachers observe in the activites? investigation , what
diseases and using the table below. Where do these animals animals have you seen?
disordersof the brain. live? What are their body parts
and their uses?
Elaboration: Elaboration: Elaboration: Elaboration:
Background What are the common Game: Tell the pupils to list Why there are animals
Information for ways in caring for the down as many aquatic that can live both on land
Teachers; different? animals as they can in one and in water?

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
How do our health minute. The group with the What body structures do
practices affect our most number of animals they have?
body? listed will be declared the
winner.
What are the diseases Let them do the checklist What is the importance of Draw an animal which is
related to brain? of “How Will I take Care letting them live in their adapted to land
of my Internal Organs” in natural habitat?
L.M.
What are the What are the common What are the body
functions of the ways in caring for the structures of animals that
brain? different organs? Why can these animals make them adapt to
What are the diseases survive in water? land?
related to the brain?
Directions:Put / if the Directions:Put / if the Evaluation refer to T.G page Evaluation refer to
statement describe statement shows the 102. Process Skills
the function of the healthy practices and x if Performance Assessment Assessment.
brain and x if not. not. Draw an animal which is
1.It helps maintain a 1.I drink 8-10 glasses of adapted to land.
person’s sense of water everyday.
balanace. 2.I eat too much salty
2.It controls the food.
voluntary activities of 3.Maintain cleanliness of
the body like my surroundings
thinking , solving 4.Its okey to play in
problems, and unhealthy surroundings
memorizing details 5.Have a regular exercise
and decision making. daily.
3.It pumps blood
throughout our body.
4-5.Give at least
disease related to
brain.
Allow the pupils to Make a poster about to Bring pictures of different
play small brain promote proper care of animals.
Make a journal of what you
games like the internal organs to
have learned.
sudoko,boggle, have healthy mind and
rubrics cube, or speed body.
 attack.
V.REMARKS
VI.REFLECTION
A. Number of pupils who
earned 80% in the
evaluation
B. Number of learners who
require additional activities
for remediation who score
below 80%
C. Did the remedial lesson
work? No. of learners who
got caught up in the lesson
D. Number of learners who
continue to require
remediation
E. Which of my teaching
strategy worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. what innovation or
localized materials did I used
to discover which I wish to
share with the teachers.
 GRADE 1 to 12 School Towerville Elementary Grade Level FOUR
DAILY LESSON LOG Teacher Fe L. Garcia Leaning Area SCIENCE
(Pang-araw-araw na Teaching Dates and WEEK 4 Quarter SECOND
Tala ng Pagtuturo) Times

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards Animals have body parts Animals have body parts Animals have body Animals have body parts Summative Test
that make him adapt to that make him adapt to parts that make him that make him adapt to
land or water land or water adapt to land or land or water
water
B. Performance Standards
C. Learning
Competencies/Objectives Write
the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. Reference
1. Teacher's Guide pages
2. Learner's Material Pages
3. Textbook Page
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resource
IV. PROCEDURE
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
new lesson
C. Presenting examples/instance
Construct a prototype Construct a prototype Construct a Construct a prototype
model of organism that model of organism that prototype model of model of organism that
has body parts which has body parts which organism that has has body parts which can
can survive in a given can survive in a given body parts which survive in a given
environment environment can survive in a environment
given environment
Infer that animals have Infer that animals have Compare the body Make a survey of animals
different body structures body structures to movements of found in the community
in getting or eating their protect themselves from animals in their and their specific habitats
food their enemies habitat
Live on land and in water Live on land and in water Live on land and in Live on land and in water
water
pp. 105 - 108 pp. 108 - 111 pp. 111 - 113 pp. 113 - 116
pp. 103 - 105 pp. 105 - 108 pp. 109 - 110 pp. 111 - 112
Why there are animals Do animals eat the same How do you think
that can live both on kind of food? animals protect
land and in water? What body parts do themselves from
these animals use in their enemies?
getting or eating their
food? ( bird, frog , cat )
Pls refer to TG p. 108 Present the poem to Refer to TG. p. 114
the class.
Refer to TG. pp. 111
- 112
Today, we are going to Today we are going to
of the new lesson study how the body learn the different body
parts of animals use for parts that help them of
getting/eating their protect themselves from
food. their enemies

D. Discussing the new concept Exploration: Exploration: Exploration: Exploration:

and practicing new skill #1
E. Discussing the new concept
and practicing new skill #2
F. Developing Mastery
G. Finding the Practical
Application of Concepts and
Skills in daily Living
Group Activity Group Activity Group Activity Group Activity
Explanation: Explanation: Explanation: Explanation:
Reporting and discussion Reporting and discussion Reporting and Reporting and discussion
discussion
Elaboration Refer TG.pp.109 – 110 Elaboration Elaboration
Give list of animals and List down 2 animals you Give more examples Give more examples
let the pupils give the are familiar with.
body part used for Identify their enemies
getting / eating food. and the body parts use
to protect themselves
from their enemies.

H. Making generalizations and Have the pupils How do animals protect

abstractions about the lesson formulate the themselves by
generalization by adaptation?
completing the
sentence.
Animals
have_________
____________ for
getting/eating their
food.

I. Evaluating Learning Pls refer to TG.p.107 Pupil’s creation during Formative Explain in a short
the activity may serve as assessment paragraph why the kind
an assessment. ( Activity output ) and population of animals
differ in varied places?
J. Additional activities for
application or remediation

V. REMARKS M.L. I.D. M.L. I.D. M.L. I.D M.L. I.D.

VI. REFLECTIONS
A. No. of Learners who
earned 80% in the
evaluation

B. No. of Learners who

require additional activities
for remediation

C. Did the remedial lesson

work? No. of learners who
have caught up the lesson

D. No of learners who
continue
To require remediation
E. Which of the teaching
strategies who work well?
Why did these work?

F. What Difficulties did I

encounter which my
principal or superior can
help me solve?
 G. What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers.

Prepared by:

FE L. GARCIA
Teacher II

Checked and Inspected:

EMELITA L. PENAFLORIDA
Master Teacher II

Noted:
MARIA THEREA M. DELA CRUZ
Principal IV

Annex 2B to DepEd Order No. 42,

s.2016

GRADE 1 to 12 School Grade Level Four

DAILY LESSON LOG
(Pang-araw-araw na Teacher Leaning Area SCIENCE
Tala ng Pagtuturo)
Teaching Dates and WEEK 5 Quarter Second
Times

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives Write
the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. Reference
1. Teacher's Guide pages
2. Learner's Material Pages
3. Textbook Page
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resource
IV. PROCEDURE
A. Reviewing previous lesson or
presenting the new lesson
Animals have body Animals have body Animals have body Animals have body parts Summative Test
parts that make him parts that make him parts that make him that make him adapt to
adapt to land or water adapt to land or water adapt to land or land or water
water
Construct a prototype Construct a prototype Construct a Construct a prototype
model of organism that model of organism that prototype model of model of organism that
has body parts which has body parts which organism that has has body parts which can
can survive in a given can survive in a given body parts which can survive in a given
environment environment survive in a given environment
environment
Identify the animals to Identify the Identify the Identify the specialized
adapted to a particular characteristics of characteristics of the structures of terrestrial
habitat terrestrial plants aquatic plants and aquatic plants
Live on land and in Live on land and in Live on land and in Live on land and in water
water water water
pp. 116 - 118 pp. 121 - 124 pp. 124 - 128 pp. 128 - 131
pp. 113 - 115 pp. 116 - 118 pp. 119 - 120 pp. 121 - 123
Why do animals live Let the pupils give What is terrestrial What are the similarities
in different habitats? animals that live on plant? in characteristics
land and animals that between terrestrial and
live in water. aquatic plants?
B. Establishing a purpose for the Present a picture of a We just studied about Motivation:
new lesson forest with animals. the different kinds of Through games .
animals living in land Refer to TG p. 125
and water.
Do we find plants
growing in land and
water too?
C. Presenting examples/instance (Note: Picture should
of the new lesson have three animals that Refer to TG. pp . 128 -
are not adapted to a 129
forest habitat)
Tell the pupils to spot
the error or the
animals that do not
belong to the group.
Ask: Why don’t these
animals belong to the
forest?
Why is it
important to know
which animals are
adapted to a given
habitat?

D. Discussing the new concept Exploration : Exploration : Exploration : Exploration :

and practicing new skill #1 Group Activity Group Activity Field Trip Group Activity
E. Discussing the new concept Explanation: Explanation: Explanation: Explanation:
and practicing new skill #2 Reporting and Reporting and Reporting and Reporting and discussion
discussion discussion discussion
F. Developing Mastery Elaboration Elaboration Elaboration Elaboration
G.Finding the Practical Giving more examples Let the pupils identify Giving more Let the pupils give the
application of Concepts and of animals living on the plants whether it is examples. specialized structure of
Skills in daily Living land and water.. terrestrial plant or the following plants.
aquatic plant. Note: the teacher will
give the name of the
plants.
H.Making generalizations
and abstractions about the
lesson
I. Evaluating Learning Refer to TG p. 118 Complete the table: Performance
Plants that Plants Assessment Refer to TG. pp . 128 -
that 129
grow on grow in Activity Output
land water
1. 4.
2. 5.
3.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTIONS
A. No. of Learners who
earned
B. 80% in the evaluation
No. of Learners who
require
additional activities for
remediation
C. Did the remedial lesson
work? No. of learners
who
have caught up the lesson
D. No of learners who
continue
to require remediation
 E. Which of the teaching
strategies who work
well?
Why did these work?
F. What Difficulties did I
Encounter which my
principal or superior
can help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers.

GRADE 1 to 12 School Grade Level Four

DAILY LESSON LOG Teacher Leaning Area SCIENCE
(Pang-araw-araw na
Teaching Dates and WEEK 6 Quarter Second
Tala ng Pagtuturo)
Times

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards Plants have body parts Plants have body parts Plants have body parts Plants have body parts Summative Test
that make them adapt to that make them adapt to that make them adapt to that make them adapt to
land or water land or water land or water land or water
B. Performance Standards

C. Learning Interpret data on the Choose which plant could Identify and examine the Compare the
Competencies/Objectives Write the effect of environmental grow in a particular parts of a seed characteristics of
LC code for each factors on plant growth habitat Distinguish monocot and different plant seeds
dicot seeds as to its Compare the growth
structure process of monocot seeds
to a dicot seeds
II. CONTENT Live on land and in water Live on land and in water Live on land and in water Live on land and in water

III. LEARNING RESOURCES

A. Reference
1. Teacher's Guide pages pp. 131 - 137 pp. 138 - 142 pp. 143 - 149 pp. 150 - 154
2. Learner's Material Pages pp. 123 - 124 pp. 124 - 125 pp. 126 - 127 pp. 128 - 130
3. Textbook Page
4. Additional Materials from
Learning Resource (LR) Portal

B. Other Learning Resource

IV. PROCEDURE
A. Reviewing previous lesson or Name some plants that What are the different
presenting the new lesson grow in water, soil and parts of seed?
air.

B. Establishing a purpose for the Refer TG. 131-132 Let each pupil present Refer to TG. pp.143-144 Have you experienced
new lesson their assignment in class eating the following fruits
by showing their and vegetables like :
favourite plant. Allow Watermelon
them to tell something Peanut
about the plant. Guyabano
Squash
okra

C. Presenting examples/instance Refer to TG. p. 132 We are going to know the Today, we are going to Present the new lesson
of the new lesson different plants that grow study the seed and its regarding the
in water, soil and air part and determine characteristics of
whether it is monocot or different plant seeds.
dicot
D. Discussing the new concept Exploration : Exploration : Exploration : Exploration :
and practicing new skill #1 Group Activity Group Activity Group Activity Group Activity
E. Discussing the new concept Explanation: Explanation: Explanation: Explanation:
and practicing new skill #2 Reporting and discussion Reporting and discussion Reporting and discussion Reporting and discussion

F. Developing Mastery ( Leads to Elaboration Elaboration Elaboration Elaboration

Formative Assessment 3)
G.Finding the Practical Let the pupils give more Examine more seeds and Give more examples to
Application of Concepts plants and let them know if it is dicot or the class.
and Skills in daily Living identify where it grow. monocot.
H.Making generalizations and
abstractions about the
lesson
I. Evaluating Learning
J.Additional activities for
application or remediation
Give the part of a seed
and describe it.
When do we say that a
seed or seedling is a
monocot or dicot?
Refer TG. p. 136 Let the pupils complete Refer TG. p. 149. Refer TG. p.134.
the chart on TG. p. 139

V. REMARKS M.L. I.D. M.L. I.D. M.L. I.D M.L. I.D.

VI. REFLECTIONS
A. No. of Learners who earned
80% in the evaluation

B. No. of Learners who require

additional activities for
remediation

C. Did the remedial lesson work?

No. of learners who
have caught up the lesson

D. No of learners who continue

to require remediation

E. Which of the teaching

strategies who work well?
Why did these work?
F. What Difficulties did I
encounter which my principal or
superior can help me solve?

G. What innovation or localized

materials did I use/
discover which I wish to share
with other teachers.
 GRADE 1 to 12 School Grade FOUR
DAILY LESSON LOG Teacher Learning Area: SCIENCE
(Pang-araw-araw na Week/Teaching Date WEEK 7 Quarter: SECOND
Tala ng Pagtuturo)
 WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVE/s Identify specialized structures Conduct investigation on the specialized Make a survey of plants found in the community & their
of Terrestrial and Aquatic structures of plants given varying habitats;
Learning Competencies Plants. S4LT-IIe-f-11
environmental conditions: light, water,
( Write the LC code for S4LT-IIe-f-9 temperature and soil type. Choose which plants grow in a particular habitat.
S4LT-IIe-F-12
each)
S4LT-IIe-f-10

II. CONTENT Specialized Structures of Investigation on the Specialized Structures Choosing Plants Grow in a Particular Habitat.
Terrestrial and Aquatic Plants. of Plants
( Subject Matter)

III.LEARNINGRESOURCES
A.References

1.Teachers Guide TG pp. 128-131 TG pp. 131-137 TG pp. 131-137 TG pp. TG pp.
pages

2.Learners Material LM pp. 121-123 LM pp. 123-124 LM pp. 123-124 LM pp. LM pp.
Pages

3.Additional Materials Charts, flash cards, pictures, TG Charts, flash cards, Charts, pictures, TG Chart, pictures, TG Chart, pictures, TG and LM
from Learning and LM pictures and LM and LM
Resource (LR) Portal
TG and LM

B. Other Learning
Resources

IV. PROCEDURES

1. ELICIT What are the specialized How do you How do you Name some plants Name some plants and where these
structures of terrestrial and interpret data interpret data and where these plants grow.
aquatic plants? based on the effect based on the effect plants grow.
of environmental
of environmental
factors on plant
factors on plant
 growth? growth?

2. ENGAGE Guessing Game. Introduce a new Introduce a new Presentation of Presentation of pupils’ favorite
Pupils will get a piece of paper Science song. Science song. pupils’ favorite plants.
with some phrases or plants. Say:
questions. They will guess the What science What science Say: Show your favorite plant and tell
answer. processes are processes are Show your something about it.
mentioned in the mentioned in the favorite plant and
song? song? tell something
about it.
Board Activity for Board Activity for
pupils. pupils.

Give mechanics Give mechanics

before the activity. before the activity.

3. EXPLORE Group Activity Group Activity Group Activity Post 3 charts Post 3 charts labelled with aquatic,
labelled with terrestrial and aerial.
Do Lesson 29, Activity #1. Do Activity #1 – Do Activity #1 – aquatic, terrestrial Ask pupils where there plants grow
“What do plants “What do plants and aerial. or its habitat.
Refe to LM p.121
need in order to need in order to Ask pupils where Group Activity.
Complete the data and write it Grow?” Grow?” there plants grow or Refer to LM p. 125
on the table. its habitat.
Refer to LM p. 124 Refer to LM p. 124
Group Activity.
Refer to LM p. 125

4. EXPLAIN Answer the Guide Questions.
Refer to LM p. 122
Group reporting. Group reporting. Group report on the Group report on the output of
Based on the result Based on the result output of pupils’ pupils’ activity.
of the activity done of the activity done activity.
earlier. earlier. Refer to TG p. 138
Refer to TG p. 138
 5. ELABORATE 1.Give additional information
Making Simple Line Presentation of Group Activity Group Activity
about other terrestrial and
Graphs. different line Divide the class in Divide the class in two groups.
aquatic plants with specialized
Each group will graphs done two groups. Let pupils prepare a chart of plants
structures. present their line Let pupils prepare a using the guide presented on the
yesterday.
graph based on the chart of plants using board.
2.Answer the question: activity done the guide presented
How can you help protect earlier. on the board.
aquatic plants? Panel discussions
by some pupils
about the different
factors needed by
plants in order to
grow.

Choose the letter with the Read the Read the Complete the chart.
correct answer. statements. statements.
6. EVALUATE Refer to TG pp. 130-131 Encircle the letter Name of Plants Kind of Habitat Drawing
Encircle the letter
with the correct
with the correct
answer.
answer.
Refer to TG p. 136
Refer to TG p. 136

Make a scrapbook of plants Construct any of Construct any of Share what you Share what you have learned about
with specialized structures these experiments these experiments have learned about terrestrial, aquatic, and aerial plants
7. EXTEND following this table. at home. at home. terrestrial, aquatic, to your siblings.
(Set A and Set B) (Set A and Set B) and aerial plants to
Plant Specialize How is Refer to TG pp. 136- Refer to TG pp. 136- your siblings.
s d it 137 137
Structures useful
?

V. REFLECTION

A. No. of learner who

earned 80%
B .No. of learner who
scored below 80%
( needs remediation)

C. No. of learners who

have caught up with
the lesson

D. No of learner who
continue to require
remediation

E. Which of my Guessing Game Making of line Insights given by Varied answers of Processed information base from
teaching strategies graphs. the pupils. the pupils from the group activity.
work well? Why? activity.

F. What difficulties did Uncontrollable attitude of Pupils’ attitude Bullying among the Availability of Pupils’ attitude during group
I encounter which my pupils during activity. during group pupils technological activity.
principal /supervisor activity. equipment.
can help me solve?

G. What innovation or
localized materials did
I use/discover which I
wish to share w/other
teacher?