ASSUMPTION COLLEGE OF NABUNTURAN

P-1 Poblacion Nabunturan, Compostela Valley 8800

Email: acn.excelsior@yahoo.com
Mobile Number: (+63) 907-223-8085
Lesson Plan in Science IV

I. Subject: Science and Health IV

Topic: Life Cycle of a Frog
Year Level: 4
Reference: Science Module IV - by Mrs. Jessie A. Villegas p. 60
Science and Health for Changing Environment – by Mrs. Estrellita S. Dela
Cruz, et. Al. pp. 42-43
Materials: Construction paper, marking pen, cartolina, images, bond paper,
scissors, crayons and glue.

II. Learning Objectives:

At the end of the lesson 85% of the learners will be able to:

a. Discuss how organism has a distinct life cycle that it must go through
process in order to change and become adult,
b. Recognize the stages of frog’s lifecycle, and
c. Arrange the stages of the frog’s lifecycle.

III. Learning Procedure Instructions:

A. Engage – Bring all the students with you to the whole discussion. The
teacher will have a game called "wordscapes." The students have to
create words from random letters to fill in the blank space. Inform the
students that this is the life cycle of a frog. Ask the student what they
already know about the life of a frog. Now the teacher will make the
students into four groups. Then, the teacher informs the students that they
will observe the frog’s life cycle as it changes and grows. The teacher will
show some graphic images for them to look at and observe the organism.

B. Explore – In the four groups, they will share their observations together
with their group mates. The students will use their activity notebook to jot
down what they already know through observation of the frog’s life cycle.

C. Explain – At this stage, after sharing their ideas or information about the
frog’s life in their group, the teacher will call a student in a group to answer
the following questions: 1. How would you describe the way the organism
looks? 2. How does the organism move? 3. How many legs does the
organism have? 4. Identify the physical attributes of each organism. For
deeper understanding, the teacher will explain the four stages of the frog’s
life cycle.

D. Elaborate – Tell the students to stay in their groups and elaborate with the
following questions: Why do you think the frog goes through these four
stages? Why are frogs or other living organisms important to us? To
whose lifecycle do you compare the frog’s lifecycle? The students will
raise their hands and need to stand to answer the questions. The teacher
will help the students to understand in order for them to grasp more
concepts.

E. Evaluate – Tell the students to stay with their groups. The teacher will give
uncolored pictures of the lifecycle of a frog and provide them with a pair of
scissors, bond paper, crayons, glue, and a marking pen. Tell them to cut
 out the pictures carefully and paste them on the empty bond paper. The
students will arrange the life cycle of a frog according to their
developmental stage, and then they will label each life stage. The students
will work collaboratively with their group mates. This will take 10 minutes
to work. The teacher will walk around to check their work and facilitate the
students. After the activity, each group will choose two members to
present their output. The activity will be graded by group. Then the activity
notebook will be collected also.

a. Homework
A. Study in advance the Lifecycle of a Chicken.

Prepared by: Aileen C. Albios BEED-4