4

Quarter 2
Lesson Exemplar Lesson

for Science 1

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 4
Quarter 2: Lesson 1 (for Weeks 1 and 2)
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2023-2024. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer/s:
• Randel D. Estacio, Ph.D. (Quezon City University)
Validator/s:
• Dominador D. Mangao (Philippine Normal University - Manila)
• Mary Grace S. Cabansag, Ph.D. (Philippine Normal University – North Luzon)

Management Team
Philippine Normal University
Research Center for Teacher Quality
SiMMER National Research Centre

Every care has been taken to ensure the accuracy of the information provided
Management in this material. For inquiries or feedback, please write or call the Office
Team
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph
Juan Dela Cruz, Juan Dela Cruz, and Juan Dela Cruz
SCIENCE/QUARTER 2/GRADE 4 (for Weeks 1 and 2)

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Learners learned that animals and plants have systems that function to keep them alive.
Standards

B. Performance By the end of the quarter, learners identify that plants and animals have systems whose function is to keep them alive.
Standards

C. Learning The learners describe in simple terms how the following human body systems work: muscular, skeletal, digestive,
Competencies circulatory, and respiratory.
and Objectives
1. Describe the main functions of the muscular system in simple terms.
2. Explain the role of the skeletal system in supporting the body's structure using straightforward language.
3. Summarize the basic functions of the digestive system in a way that is easy for others to understand.
4. Outline the key components and functions of the circulatory system in a clear and simple manner.
5. Describe how the respiratory system works in straightforward terms.

D. Content Human Body Systems

• Muscular system
• Skeletal system
• Digestive system
• Circulatory system
• Respiratory system

E. Integration Health and Wellness / Good Health and Well-being

Indigenous Knowledge Systems and Practices
II. LEARNING RESOURCES

● Abrahams, P. H., McMinn, R M.H, & Boon, J. M. (2019). McMinn and Abrahams' clinical atlas of human anatomy. Elsevier.
● Drake, R. L., Wayne V., & Mitchell, A. W.M. (2019). Gray's anatomy for students. Churchill Livingstone Elsevier.
● Netter, F. H. (2019). Atlas of human anatomy. Elsevier.
● Urry, L. A., Cain, M. L., Wasserman, S. A., Minorsky, P. V., Orr, R. B. (2020). Campbell biology (12th ed.). United Kingdom: Pearson.

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Short Review

Knowledge A. Animal Needs Scavenger Hunt: Students will identify and understand the
basic needs of animals.

Instructions: Organize a scavenger hunt in the schoolyard or a local park.

Provide students with a list of things animals need (e.g., food, water, shelter, air).
Have them search for examples of each in the natural environment and discuss
their findings after.
Guide Questions:
1. What is one example of an animal's need for food that you observed during the
scavenger hunt? Describe the food source and the animal's interaction with it.
2. Can you find evidence of animals accessing water sources during the scavenger
hunt? How important is water to the survival of these animals?
3. Did you come across any natural shelters or hiding places that animals might
use for protection? What kinds of animals do you think would seek refuge in these
areas?
4. How do you think animals in the environment you explored obtain the air they
need to breathe? Can you see any signs of animals using the air for respiration?
5. Were there any observations that surprised you during the scavenger hunt,
revealing unique adaptations or strategies that animals use to meet their basic
needs?

B. Animal Characteristics Matching Game: Students will learn to match For Discussion:
specific animal characteristics to the animals they belong to.
• After each matching round, have
Instructions: Create a game where students match specific animal a class discussion.
characteristics to the animals they belong to, by using meta cards. • Encourage students to share
their reasoning and what they've
Preparation: • Create sets of animal characteristic cards (e.g., "Flies," "Lives learned about animal
in water," "Eats plants," "Has fur," "Small in size") and characteristics.
animal picture cards. Variations:
• Set up a display area with both sets of cards.
• Introduce time limits or more
Game Setup: • Place the animal characteristic cards on one side.
complex characteristics for added
• Place the animal picture cards on the other side. challenge.
• Ensure enough space for students to work comfortably.
Scoring (optional):
Game Play: • Divide students into small groups or pairs.
• Keep track of correct matches for
• In turns, have them match animal characteristic cards to scoring, if desired.
the corresponding animal picture cards.
• Encourage students to explain their choices.

Analysis of the Activity/Connecting Link:

• Animals and plants have basic needs in order to live (i.e.food, shelter, air,
water). Plants and animals have different parts/ body parts to carry out activities
to provide these basic needs for themselves.

• Our lesson this morning, will focus on the specific body parts/group of body
parts of animals that perform special functions for the body.
 • We will have a separate lesson for the specific parts of plants that help them
carry out certain functions to help them grow, produce flowers and/or bear fruits.

B. Establishing Lesson Purpose

Lesson Purpose Muscular System Muscular system: Can also present a
very simple activity: Morning Routine
• Begin with a short video or interactive presentation that highlights the Activities
incredible feats of the muscular system, such as athletes performing in
sports or other professionals such as ballet dancers, runners, swimmers, • What are the activities that you do
in the morning after waking up?
divers. Initially, students could make a list
• Prompt a class discussion by asking students to share instances when they about 3 activities and share with
used their muscles to accomplish something impressive, like lifting a heavy seatmate).
object or running a long distance, or performing dance movements or • Then ask: What helps you do those
activities? Students may answer
simple gymnastics.
hands, legs, feet, eyes, fingers, and
• Explain that understanding the muscular system can help them improve muscles.
their physical abilities, posture, strength, and health.
• Maybe, the teacher may introduce how to make the muscular system
healthy or ways to prevent injuries or damage to the muscles (i.e., sprain, Skeletal system: Present real-life
bruises, burns, contusions, etc.) experiences involving skeletal system
(i.e., car/motorcycle accidents,
Skeletal System collision, hit by hard objects, sudden
fall from a high place, stampede,
• Bring in a model skeleton or use visual aids to demonstrate the pushing, etc.), draw out concept of
dislocation, fracture, broken bone,
significance of the skeletal system.
bruises etc.). Another alternative is to
• Organize a "Build the Skeleton" activity where students work in groups to simply let students stand and examine
assemble a life-sized paper human skeleton. how they differ in posture (position of
• Discuss real-world scenarios like accidents or fractures, where knowledge knees/ knock-knees/bow-legged,
position of feet/foot when they walk, or
of the skeletal system is vital to understanding injuries and medical care.
position in siting (observe slouching)
• Introduce how to take care or the skeletal system or ways to prevent or hunched position.
injuries or damage to the bones.
Digestive System
Digestive system: Relate to real life
experience of learners by asking
• Conduct a "Digestive System Relay" game where students act out the
questions like:
journey of food through the digestive system using simple props.
• Share examples of favorite foods and discuss how the digestive system • What food did you eat this morning
breaks them down into nutrients that our bodies need to stay healthy. for breakfast? Why did you eat them?
What do you get from them?
• Emphasize that understanding digestion helps make healthy food choices. • What do you think happened to the
• Stress that food passes through different parts inside the body and are food that you ate? Where did it go?
changed into a form which the body could help nourish itself to keep its
parts in normal functioning.
• Prove the understanding of the bad effects of not eating healthy Circulatory system: Let students
examine their hands, palms, arms and
food/balanced diet to the body.
look for the “blue colored” tube-like
Circulatory System structures under the skin.

• Ask: What do you think is it? What

• Start with an engaging video showing how the human circulatory system do they do?
transports oxygen and nutrients throughout the body. • Relate into life experiences: Do
• Organize a "Blood Flow" race where students represent blood cells and simple exercise such as jog in place.
follow the path through a giant model of human circulatory system Breather in and breathe out.
• Ask: How did you feel? What comes
(Teacher may use a draw the track/route on the ground or by using cut-
in and what comes out?
out pictures). • Remember that air is one of the
• Emphasize that different parts inside the body are responsible for basic needs of living things we learned
distributing food nutrients to all other parts inside the body and gets before. We learned that air contains
rid/removes wastes /unwanted substances out from the body. oxygen and other gases.

• Discuss how a healthy circulatory system supports physical activities and What other situations that may
overall well-being. happen where the body could not get
the needed oxygen?
Respiratory System

• Use a simple model of the respiratory system to demonstrate the process of Respiratory system: Relate into life
breathing. experiences: Do simple exercise: Jog in
• Relate into life experiences: Do simple exercise: Jog in place. Breather in place. Breather in and breathe out.
and breathe out. Ask: How did you feel? What comes in and what comes Ask: How did you feel? What comes in
and what comes out?
out? Remember that air is one of the basic needs of living things we
learned before. We learned that air contains oxygen and other gases. Remember that air is one of the basic
needs of living things we learned
• OR cite cases like some people die during housefire not directly by burning
before. We learned that air contains
but due to suffocation due to less oxygen intake or during a very crowded oxygen and other gases.
jam-packed unventilated place or packed airconditioned room. What other
 situations that may happen where the body could not get the needed OR cite cases like some people die
oxygen? during housefire not directly by
burning but due to suffocation due to
• Share stories of extraordinary feats like deep-sea divers or mountain less oxygen intake or during a very
climbers or other professionals (i.e., miners, fire fighters, etc.) who rely on a crowded jam-packed unventilated
well-functioning respiratory system. place or packed airconditioned room.
• Emphasize that the body takes in oxygen when breathing in/inhale and What other situations that may
releases carbon dioxide in breathing out/exhale. In addition, different body happen where the body could not get
parts help in taking oxygen inside the body and releasing carbon dioxide the needed oxygen?
outside the body.
• Explain that understanding respiration enhances our knowledge of health
and fitness.

Unlocking Content Area Vocabulary In each engagement activity, it is

essential to establish the reasons for
Þ Muscular System
learning about these body systems.
• Provide students with a list of related words such as “muscles”, Emphasize how this knowledge can
“movement”, “posture”, “strength”, “flexibility”, and “voluntary”. empower students to make healthier
• Encourage the students to find and write down simplified explanations choices, understand the importance of
or synonyms for these words. self and medical care, and even
Þ Skeletal System appreciate the incredible abilities of
the human body. Encourage them to
• Provide students with a list of related words such as "skeleton,"
see the practical applications of what
"support," "structure," "protect," and "framework." they are learning in their everyday
• Ask them to find and write simplified explanations or synonyms for lives.
these words.
Þ Digestive System
• Provide students with a list of related words such as "digest," "process,"
"absorb," "nutrients," and "eliminate."
• Encourage the students to find and write down simplified explanations
or synonyms for these words.
Þ Circulatory System
• Provide students with a list of related words such as “blood”, “heart”,
“blood vessels”, “pump”, “oxygen” and “nutrients”.
• Ask the students to find and write down simplified explanations or
synonyms for these words.
Þ Respiratory System
 • Provide students with a list of related words such as "lungs," "breathe,"
"oxygen," "carbon dioxide," and "inhale/exhale."
• Encourage the students to find and write down simplified explanations
or synonyms for these words.

C. Developing and SUB-TOPIC 1: MUSCULAR SYSTEM In presenting the worked example, the
Deepening teacher may provide pictures showing
Understanding 1. Explicitation farming, fishing activities to the
• Divide students into groups and provide each group with a set of cards students to augment the discussion.
Other household activities might be
containing terms related to the muscular system, such as “muscles”, presented as well.
“movement”, “posture”, "strength", "flexibility", and "voluntary."
• Ask each group to sort the cards into categories and provide simple
explanations or synonyms for each term.
• Have each group present their categorized cards and explanations to the
class.

2. Worked Example
• In the Philippines, we often help our families with farming and fishing. Our
muscles are like the 'engines' that power us through these tasks. When we
plant rice in the fields, our muscles help us dig and carry heavy loads of rice.
They also enable us to paddle boats when we go fishing, just like the engine
of a boat.
• Surgeons and ophthalmologists do vital operations to cure their patients.
• Muscles give us the proper posture, strength and flexibility to do these
important jobs.

3. Lesson Activity
• Show students images or diagrams of the muscular system.
• Divide the class into small groups and provide each group with a set of labels
for different muscle types (e.g., skeletal, smooth, and cardiac muscles).
• Have each group create a poster or diagram that illustrates the functions of
these muscles using simple language and visuals. Encourage them to explain
the function of muscles such as movement, support and protection of
internal organs, generates heat, and aid blood circulation.
 • Use the concept cartoon below to generate classroom discussions where
students can discuss and apply their understanding of the muscular system
in a simple and engaging way. Students need to select one statement from the
scenario and then let them explain why they chose the said statement.

The photo is obtained from

https://www.freepik.com/free-photos-
vectors/workout-cartoon

• Ask the students to perform Activity No. 1 titled “Muscle Mania:

Understanding the Muscular System”, and let them answer the guide
questions found in the work sheet.
• Ask the students to perform Activity No. 2 titled “Muscle Power: A Hands-
On Exploration”, and let them answer the guide questions found in the
work sheet.

SUB-TOPIC 2: SKELETAL SYSTEM

1. Explicitation
• Show students a visual representation of the skeletal system, such as a
model or diagram.
• Ask students to identify and label the key parts of the skeletal system using
simple language.
• Discuss the importance of the skeletal system in everyday activities, such as
walking, running, or lifting objects / Discuss how the skeletal system is
important in supporting the muscular system to perform physical activities.

2. Worked Example
• Imagine our bones as the strong 'bamboo poles' that support the 'nippa hut'
(traditional Filipino thatched-roof hut). Just like the bamboo poles hold up
the roof, our bones create a framework that supports our body. They help us
stand, walk, and do things like climbing coconut trees to harvest coconuts,
making sure we do not fall over.

3. Lesson Activity
• Provide students with a skeletal system model or diagram.
• Organize a "Build Your Skeleton" activity using art supplies like straws,
paper, and clay. Ask students to create a simplified model of the skeletal
system.
• After constructing the models, have students present them to the class while
explaining how the skeletal system provides support and structure to the
body.

The photo is obtained from

https://www.123rf.com/photo_59311
412_syst%C3%A8me-skeletal-d-
illustration-humaine.html

• Use the concept cartoon above to generate classroom discussions where

students can discuss and apply their understanding of the skeletal system in
a simple and engaging way. Students need to select one statement from the
scenario and then let them explain why they chose the said statement.
• Encourage them to explain the functions of the skeletal system such as
supports the body, facilitates movement and protects the soft organs of the
body. The bones and cartilage provide scaffold that supports the rest of the
 body. Bones facilitate movement by serving as points of attachment for the
muscles. Bones also protect internal organs from injury by covering or
surrounding them (example ribs protect the lungs and heart, bones pf
vertebral column (spine) protect the spinal cord, and skull protects the brain).
• In addition, bone tissues act as reservoir for a number of minerals, especially
calcium and phosphorus, important for the functioning of the body. Bones
also serve as site for fact storage and blood cell production. The bone marrow
is a unique connective tissue that fills the interior of the bones. The yellow
bone marrow stores fat while the red bone marrow produces blood cells.
• Ask the students to perform Activity No. 3 titled “Skeletal System Spotlight”,
and let them answer the guide questions found in the work sheet.
• Ask the students to perform Activity No. 4 titled “Bend It, Break It:
Discovering the Role of the Skeletal System”, and let them answer the guide
questions found in the work sheet.

SUB-TOPIC 3: DIGESTIVE SYSTEM

1. Explicitation
• Provide students with a graphic organizer with labels for different parts of the
digestive system, such as the mouth, esophagus, stomach, small intestines,
large intestines, and anus/anal canal.
• Ask students to fill in the functions of each part in simple terms.
• Encourage students to present their graphic organizers and explanations to
the class.

2. Worked Example
• Think of our digestive system as a 'buko salad' preparation. Just as we cut,
mix, and prepare ingredients for a delicious salad, our digestive system
processes the food we eat. It breaks down the 'buko' (coconut), 'sugar,' and
other ingredients into smaller pieces, mixes them into “liquid” form so our
body can absorb the 'nutrients.' This gives our body energy, so our body can
absorb the 'nutrients.' This gives our body energy, helps us stay strong and
healthy.
3. Lesson Activity
• Create a "Digestive Adventure" game. Each student represents a piece of food
and goes through a series of stations that represent different parts of the
digestive system (e.g., mouth, esophagus, stomach, small intestines, large
intestines and anus).
• At each station, students act out the role of that part of the digestive system
and explain its function in simple terms.
• Discuss the game as a class, emphasizing the digestive system's job of
breaking down food and absorbing nutrients.
• Use the concept cartoon below to generate classroom discussions where
students can discuss and apply their understanding of the digestive system
in a simple and engaging way. Students need to select one statement from the
scenario and then let them explain why they chose the said statement.

The photo is obtained from

https://www.istockphoto.com/illustra
tions/children-eating-school-lunch

• The gastrointestinal tract comprises the mouth, esophagus, stomach, small

intestine, large intestine and anus.
• Ask the students to perform Activity No. 5 titled “Digestive System
Infographic”, and let them answer the guide questions found in the work
sheet.
• Ask the students to perform Activity No. 6 titled “Digestive System Digest:
Understanding How Our Bodies Process Food”, and let them answer the guide
questions found in the work sheet.
SUB-TOPIC 4: CIRCULATORY SYSTEM
1. Explicitation
• Show students a labeled diagram of the circulatory system, including the
heart, blood vessels, and major organs.
• Have students annotate the diagram with straightforward explanations of the
functions of each component.
• Discuss the importance of the circulatory system in providing nutrients and
oxygen to the body.

2. Worked Example
• Our circulatory system is like the traffic system in our country. The 'jeepney'
(local transportation) serves as the blood which carries the passengers
(oxygen and nutrients) along the roads or highways (blood vessels). The blood
carries 'passengers' like oxygen and nutrients to different 'destinations' in our
body, ensuring everything works smoothly. Understanding the circulatory
system and taking care of it is crucial for a long and healthy life, just like
caring for our streets and highways, and our beautiful archipelago.

3. Lesson Activity
• Provide students with a blank diagram of the circulatory system (including
the heart, blood vessels, and lungs).
• Ask students to label the key components and describe their functions in
simple language.
• In a group discussion, have students share their diagrams and explanations,
facilitating a class-wide understanding of the circulatory system's role in
circulating blood and oxygen.
• Use the concept cartoon below to generate classroom discussions where
students can discuss and apply their understanding of the circulatory system
in a simple and engaging way. Students need to select one statement from the
scenario and then let them explain why they chose the said statement.
 The photo is obtained from
https://www.nagwa.com/en/explainer
s/937160464196/

• Introduce the concept of the link between the digestive system and the
circulatory system by the distribution of food nutrients from the small
intestine to all parts of the body. In addition, mention the link between the
circulatory system and the respiratory system by the exchange of oxygen and
carbon dioxide in the lungs carried by the blood.
• Ask the students to perform Activity No. 7 titled “Circulatory System Diagram
and Function Match-Up”, and let them answer the guide questions found in
the work sheet.
• Ask the students to perform Activity No. 8 titled “Heart-to-Heart: Exploring
the Circulatory System”, and let them answer the guide questions found in
the work sheet.

SUB-TOPIC 5: RESPIRATORY SYSTEM

1. Explicitation
• Provide students with a step-by-step flowchart or diagram of the respiratory
system, including the nose, larynx, pharynx, trachea, lungs, and diaphragm.
• Ask students to annotate the diagram with simplified explanations of how air
enters and leaves the body and the exchange of oxygen and carbon dioxide.
• Discuss the significance of the respiratory system in breathing and
oxygenating the body.
• Discuss cases when the body could not take in or deprived of oxygen such as
in cases of suffocation (asphyxiation). Asphyxia can result from drowning,
asthma, choking, strangulation, seizure, drug overdose, or inhaling
substances. This can result to loss of consciousness, brain injury, and death.

2. Worked Example
• Breathing is like blowing up a 'balloon' to celebrate a fiesta. When we inhale,
it is like blowing air into the balloon, filling it with 'oxygen.' When we exhale,
it's like letting the air out, but instead of the balloon, we release 'carbon
dioxide.' This helps our body get the 'good air' and get rid of the 'bad air,' just
like we want the balloon filled with good air for the celebration.

3. Lesson Activity
• Create a "Respiratory Relay" game where students represent oxygen
molecules and carbon dioxide molecules.
• Have students pass through a "body" obstacle course representing the
respiratory system, including the nose, trachea, and lungs.
• In each section, students can explain their role in simple terms (e.g., oxygen's
journey into the body and carbon dioxide's journey out).
• Use the concept cartoon below to generate classroom discussions where
students can discuss and apply their understanding of the respiratory system
in a simple and engaging way. Students need to select one statement from the
scenario and then let them explain why they chose the said statement.

The photo is obtained from

https://www.shutterstock.com/search
/breathing-exercise
 • Introduce the link between the circulatory system and the respiratory system
by the exchange of oxygen and carbon dioxide in the lungs.
• Ask the students to perform Activity No. 9 titled “Respiratory System
Storyboard”, and let them answer the guide questions found in the work
sheet.
• Ask the students to perform Activity No. 10 titled “Breathing Easy:
Understanding the Respiratory System”, and let them answer the guide
questions found in the work sheet.

D. Making Learners’ Takeaways This reflection activity not only

Generalizations Muscular System: Main Functions reinforces the students' understanding
but also encourages peer learning and
Direction: Complete the concept map below by providing the main functions of reflection. It allows students to assess
their knowledge and identify areas
the muscular system to the bubbles that are connected to the central bubble
where they may need more
labeled "Muscular System". clarification.

Skeletal System: Supporting the Body's Structure

Direction: Complete the Venn Diagram. Compare and contrast the basic
functions of the Skeletal System and the Muscular System. Write their similarities
in the overlapping section.
Digestive System: Basic Functions
Direction: Use the flowchart below to show the sequential process of how the
important parts of the digestive system supports the process of digestion. List
down the parts of the digestive system and their specific functions
Circulatory System: Parts and Functions
Direction: Complete the table below by listing the parts of the circulatory system
on the left side and by describing their functions on the right side of the column.

Respiratory System: How it Works

Direction: Use the graphic organizer below to illustrate how the respiratory
system works. Start with "Inhale" and follow with steps like "Air enters through
the nose or mouth," "Goes to the trachea," "Reaches the lungs," and "Gas
exchange occurs."
Reflection on Learning

My Body Systems Reflection: Students will reflect on their learning about the
muscular, skeletal, digestive, circulatory, and respiratory systems and consider
their understanding in simple terms.
Materials:
• Paper and pencils or crayons.
• A poster with the five body systems listed.

Instructions:
• Begin by reminding students of the five body systems they've learned about
- muscular, skeletal, digestive, circulatory, and respiratory.
• Ask each student to take a piece of paper and draw or write one key
concept or function for each of the five body systems in simple terms.
Encourage them to use drawings or short phrases to make it
straightforward.
• Invite students to share their drawings or phrases with a partner or in
small groups.
• In their pairs or groups, students discuss their understanding of the body
systems and how they've simplified the concepts.
• Each group creates a summary poster of the five body systems. They draw
or write the most important functions for each system in simple terms.
• Hang the posters around the classroom.
 • Organize a "Gallery Walk" where students visit each poster and reflect on
the key concepts presented by their peers.
• They can add comments or questions on each poster if something isn't
clear or if they have something to add.
• Have a class-wide discussion where students share what they've learned
from the Gallery Walk.
• Encourage them to discuss the similarities and differences in their
interpretations of the body systems.
• Ask students to reflect individually on what they found most interesting or
challenging about learning and simplifying the body systems.
• Conclude the reflection by emphasizing the importance of being able to
explain complex concepts in simple terms and the value of understanding
the body systems for overall health.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Formative Assessment Answers:

Learning Multiple-Choice Questions: Encircle the letter of the best answer. 1. c) Supporting your body's structure
and enabling the lifting
2. d) Supporting the body's structure
1. While lifting a heavy suitcase, which function of the muscular system is most 3. c) Break down food for nutrients
evident? and energy
a) Breaking down food for digestion 4. c) Transporting oxygen and
nutrients while removing waste
b) Regulating body temperature products
c) Supporting your body's structure and enabling the lifting 5. d) Allows for the exchange of oxygen
d) Controlling the heartbeat and carbon dioxide in the lungs
2. You're standing upright without collapsing under your own weight. This 6. b) Supporting the body's structure
demonstrates the role of the skeletal system in: and enabling lifting
7. c) Muscular system
a) Aiding digestion 8. d) Circulatory system in providing
b) Carrying oxygen to cells oxygen and nutrients to muscles
c) Filtering impurities from the air 9. b) Break down food into smaller
d) Supporting the body's structure molecules
10. c) Exchange oxygen and carbon
3. After a hearty meal, your body begins to extract nutrients from the food. This is dioxide in the lungs
an example of the digestive system's function to:
a) Regulate body temperature
 b) Pump blood to different body parts
c) Break down food for nutrients and energy
d) Control voluntary muscle movements
4. While running a marathon, your body needs a consistent supply of oxygen and
nutrients to your muscles. This relates to the circulatory system's role in:
a) Digesting food and breaking it down
b) Regulating the body's temperature
c) Transporting oxygen and nutrients while removing waste products
d) Filtering the air, you breathe
5. You take a deep breath after sprinting. This is a direct result of how the
respiratory system:
a) Regulates body temperature
b) Controls digestion
c) Filters blood
d) Allows for the exchange of oxygen and carbon dioxide in the lungs
6. Imagine a weightlifter lifting a heavy barbell. In this scenario, which function of
the muscular system is primarily at work?
a) Regulating blood circulation
b) Supporting the body's structure and enabling lifting
c) Breaking down food for digestion
d) Filtering impurities from the air
7. When you accidentally touch a hot stove and quickly pull your hand away,
which body system is responsible for this fast reaction?
a) Digestive system
b) Circulatory system
c) Muscular system
d) Respiratory system
8. You're in a race, and your heart is beating rapidly to pump oxygen to your
muscles. This exemplifies the role of the:
a) Digestive system in fueling your body
b) Respiratory system in cooling you down
c) Muscular system in maintaining balance
d) Circulatory system in providing oxygen and nutrients to muscles
9. After a big meal, you start to feel full and satisfied. This is a result of the
digestive system's function to:
a) Regulate body temperature
 b) Break down food into smaller molecules
c) Provide structural support to your body
d) Filter impurities from the air you breathe
10. You take a deep breath before giving a presentation. This action is directly
related to the respiratory system's function to:
a) Regulate your body temperature
b) Support your body's structure
c) Exchange oxygen and carbon dioxide in the lungs
d) Help digest the food you ate

Homework (optional)
Answers:
Fill-in-the-Blank Questions: Write the correct word on the space provided. 1. movement
1. The main function of the muscular system is to enable ___________________. 2. framework
2. The skeletal system provides support to the body by creating a 3. nutrients
_________________. 4. blood
5. lungs
3. The basic function of the digestive system is to break down food and absorb 6. strength and power
_________________. 7. frame or structure
4. The key components of the circulatory system include the heart, blood vessels, 8. energy
and _________________. 9. blood
5. In simple terms, the respiratory system works by exchanging oxygen and 10. oxygen
carbon dioxide in the _________________.
6. The muscular system allows us to perform tasks like walking, running, and
lifting objects, giving our body ___________________.
7. The skeletal system's role in supporting the body is similar to how a Teachers may encourage learners to
___________________ provides structure to a building. have a quiz notebook to monitor
learners’ academic progress. The quiz
8. The digestive system processes food, extracting nutrients to provide
notebook may also serve as homework
___________________ for the body's functions. notebook.
9. The circulatory system's main components, the heart and blood vessels, are
responsible for pumping _________________ throughout the body.
10. The primary function of the respiratory system is to exchange
_________________ from inhaled air for carbon dioxide in our body.

B. Teacher’s Note observations on Teachers are encouraged to record

Remarks any of the following Effective Practices Problems Encountered relevant observations or any critical
teaching events that influence on the
areas: attainment of the lesson objectives.
 strategies explored Use or modify the provided template in
recording the notable instructional
areas or concerns.
materials used

In addition, notes here can also be on

learner engagement/ tasks that will be continued the next
interaction day or additional activities needed.

others

C. Teacher’s Direction: Answer briefly the following questions. Entries on this section are teacher’s
Reflection reflections about the implementation
1. What principles and beliefs informed my lesson? of the whole lesson, which will serve as
2. Why did I teach the lesson the way I did? inputs for the LAC sessions. Use or
modify the provided guide questions in
3. What roles did my students play in my lesson? eliciting teacher’s insights.
4. What did my students learn? How did they learn?
5. What could I have done differently?
6. What can I explore in the next lesson?