School Grade Level 4

Substitute Learning Area

Teacher
GRADES 1-12 DAILY LESSON LOG
Teaching Date Quarter 2

Time
I. OBJECTIVES
A. Content Standards: The learners demonstrate understanding of different organisms go through
life cycle which can be affected by their environment

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

C. Learning Competency/ies: Describe some types of beneficial interactions among living things.
(Taken from the MELC/Curriculum Guide) S4LT-IIi-j-15
Code/s:
MELC 11
Knowledge
The fact or condition of knowing something with familiarity gained through
experience or association At the end of the lesson, the learners are expected to:

Skills
The ability and capacity acquired through deliberate, systematic, and sustained
effort to smoothly and adaptively carryout complex activities or the ability, coming a) describe the effect of the environment on the life cycle of organism;
from one's knowledge, practice, aptitude, etc., to do something

Attitude
Growth in feelings or emotional areas.
A settled way of thinking or feeling about someone or something, typically one that b) illustrate the life cycle of an organism; and
is reflected in a person’s behavior

Values
A learner's principles or standards of behavior; one's judgment of what is
important in life.
Go beyond learner’s life on earth, include more than wealth and fame, and would
affect the eternal destiny of millions. Intentionally adding value to people every
c) show love and care for environment.
day.

II. CONTENT/SUBJECT MATTER Beneficial Interactions among Living Things in their Environment
III. LEARNING RESOURCES:
A. References:
1. Teacher’s Guide Pages
2. Learner’s Materials Pages pp.151-155
3. Textbook Pages
4. Additional Materials from Learning https://www.123rf.com/photo_20745954_wild-orchid-on-the-tree-
Resource (LR) Portal branch.html

https://unitingunbound.com/mutualism-articles/2019/2/12/living-
camouflage-spider-crabs-and-algae
B. Other Learning Resources PPT, tarpapel, activity sheets, pictures, show-me board, marker, eraser.
1. SLM/SLK (pages/parts)
2. Equipment (Science, TLE/TVL, ICT,
etc.)
IV. PROCEDURES
Write True if the concept is correct and write False if it is not.
A. Reviewing previous lesson or presenting the new
lesson. 1. The air we breathe can be affected by the cutting down of trees.
2. Overpopulation can lead to shortage of food and poor nutrition.
3. The most practical way to stop the breeding of harmful insects at home is
to keep the surroundings clean.
4. Pollution causes a lack of supply of drinking water.
5. The decaying garbage contributes to air and water pollution.
Can you identify the pictures? How about their relationship/ interaction?
B. Establishing Purpose of the lesson

Do the Activity: Are they Meant for Each Other?

C. Presenting examples/ instances of the new Objective:
lesson
Describe the beneficial interaction of organisms in the environment.
What you need:
 Activity notebook, pictures of living things, ballpen
What to do:
1.Go to your assigned group.
2. Have a name for your group that is relevant to the topic.
3. Do the activity for 20 minutes.
4. Examine the drawing.

5. Prepare a data table in your notebook. You can use the sample data table
below.
Organism 1 Organism 2 Type of Description of the kind
Interaction of interaction
orchids Branch of a tree

6. Record your observations.

7. Discuss the results with your group mates and come up with the group’s
answer.
8. Write your observations in the data table.
9. Shout your group’s name to inform your teacher that you’re already done
with the activity.
Guide Questions:
D. Discussing New Concepts & Practicing New 1.What help does a tree give to orchids?
Skills # 1
2. How about the importance of the orchids to a tree? Is a tree benefit by
the orchids?
3. Is the tree affected by the presence of the orchids?
4. How can you describe their relationship?
Describe the relationship between spider crab and algae.
E. Discussing New Concepts & Practicing New
Skills # 2

Draw living things with beneficial interactions with each other.

F. Developing mastery (commensalism)
(Leads to Formative Assessment 3)

Read and answer. Give the type of interaction.

G. Finding practical applications of concepts How does the dragonfly interact with the horsetail plant?
and skills in daily living
There are interactions where both species benefit from the relationship and
H. Making generalizations and abstractions there are also interactions where one species benefits but the other is
about the lesson
neither affected nor harmed. These interactions are beneficial/important
for survival.
Mutualism is the type of interaction where both species benefit from the
relationship.
Commensalism is the type of interaction when one organism benefits while
the other is not harmed nor affected.
Choose the possible effects of interaction between flower and bee.
I. Evaluating Learning 1. The nectar of flowers source of bee foods.
2. The pollen grains help in fertilization and producing fruits.
3. Bees produce nectars.
4. Trees/plants produce fruits.
5. Useful and beneficial to humans.

Assessment Method Possible Activities

a) Observation Investigation, Role Play, Oral
(Formal and informal observations of learners’ performance or behaviors Presentation, Dance, Musical
are recorded, based on assessment criteria) Performance, Skill Demonstration, Group
Activity (e.g. Choral Reading), Debate,
Motor & Psychomotor Games, Simulation
Activities, Science Experiment
b) Talking to Learners / Conferencing Hands-on Math Activities, Written Work
(Teachers talk to and question learners about their learning to gain insights and Essay, Picture Analysis, Comic Strip,
on their understanding and to progress and clarify their thinking) Panel Discussion, Interview, Think-Pair-
Share, Reading
c)Analysis of Learners’ Products Worksheets for all subjects, Essay,
Concept Maps/Graphic Organizer,
(Teachers judge the quality of products produced Project, Model, Artwork, Multi-media
by learners according to agreed criteria)

d)Tests
(Teachers set tests or quizzes to determine learners’ ability to
demonstrate mastery of a skill or knowledge of content)
Presentation, Product made in technical-
vocational subjects
Skill Performance Test, Open-Ended
Question, Practicum, Pen and Paper
Test, Pre and Post Test, Diagnostic Test,
Oral Test, Quiz

J. Additional Activities for application or

remediation

V. Remarks
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 lessons work? No. of learners who have caught
up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my learning 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 use/discover which I
wish to share with other teachers?

Checked by: ________________________________ Date: ____________________

School Head