School: SANTA ANA CENTRAL Grade level: IV

SCHOOL
Teacher: EVANGELINE B. AGRON Learning area: SCIENCE IV
Teaching date: May 24, 2024 Quarter: SECOND QUARTER
Time: 7:30-8:50
Note: Demonstrated during DepEd
MATATAG Seminar

A. Content Food chain shows a series of

Standards living things that depend on
each other for food using
drawings, tables, and
flowcharts in an important skill
in learning science concepts
and processes.
B. Performance The learners observe, describe,
Standards and create representations to
show how living things interact
with their habitat, survive, and
reproduce in specific
environment. The learners use
flowcharts to show the feeding
relationship among different
organisms within a given
environment.
C. Learning Draw a simple food chain using
Competencies living things from Philippines
and label them as herbivores,
carnivores and omnivores.
In this lesson, the learners are
D. Learning expected to:
Objectives
 Illustrate a simple food
chain using living things
from Philippines and label
them as herbivores,
carnivores and
omnivores,
 Show appreciation on the
importance of food chain
in the environment.

II. CONTENT

A. References Grade 4 Science and Nature

books
B. Other Learning
Resources
Elicit:Before/ Pre-Lesson Proper Pupils’ Activity

Activating Prior The teacher will administer a pre- Pupils’ answer

Knowledge test thru a game( Choose me).

1. Omnivores
-How do you like the game? Do 2. Herbivores
you also love playing games? 3. Omnivores
What other games do you play? 4. Omnivores
What do you need in order for you 5. Herbivores
to be active in playing?

Very Good! Yes mam

Food gives us energy.
We should eat food mam.
Where this energy comes from?

Plants mam.
Very Good. Without these we are
Animals mam.
not able to survive.
Sunlight mam.
The teacher will establish the
linkages of ideas to the lesson
simple food chain using living
things from the Philippines and
label them as herbivores,
carnivores, and omnivores.

What do cats eat?

So cats are considered?

Fish and grass mam.

Omnivores mam.

How about horse?

Herbivores mam.
 How about crocodile?

Omnivores mam
Engage:
Lesson
Purpose/Intention

What animals do you think will eat

the carrot? Rabbit mam

And what animal also do you think

will eat the rabbit?
(Children responses differ)

Eagle mam.

Very Good! Now children,

what do we call now the rabbit that
Herbivores mam
ate the carrot? The eagle?
Carnivore mam.

The teacher will present pictures of

some animals shown in the game.
The teacher will ask the pupils if
which animal is eaten by the other.
The teacher will explain simple
food chain using living things from
the Philippines and label them as
herbivores, carnivores, and
omnivores. (The pupil will connect the arrow.)

We will have a group activity.

But before you are going to group
yourselves, what are you going to
do so that you will have a good
output?
Work silently mam.
Cooperate with each other mam.
Read properly the instructions
mam.
Help one another mam.
Very Good. I hope all the things
you mentioned will be applied
during your group activity.

Activity 2 :
Engage learners in a creative
activity that introduces the
concept of food chain.
Divide the class into 3 groups.
Each group will be given activity
cards and materials to use. Let
them accomplish the activity
provided. Let the learners present
their answers and give positive
feedback.

Materials Needed:
1. printed outline images of
different animals
2. Scissors, glue, colored
construction paper
3. Markers or crayons
4. Yarn

Instructions:
1. Construct a clothesline food
chain by using the yarn and the
clothe pin. Use the pictures given
to you.(Clothesline food chain)
2. Make a food chain by pasting the
picture in paper plate and use the
yarn to connect. (arrange me)
3. Paste the pictures and
draw an arrow to illustrate
food chain. ( Arrow
Please!)
(The pupils presented their outputs)
(After the students have
completed their activity, have
a brief sharing session where
each student explains their
work to the class. )

The teacher will ask the

following questions:
1. What are the common
materials you used in order
to accomplish the identified
tasks.
2. In the activity, what do you
use to connect one
 organism from the other?
3. What do you call the
sequence of transfers or
flow of energy in the form
of food from one organism
to another organism?
4. Can you identify the
printed outline images of
animals as herbivores,
different animals
carnivores or even
yarn, cartolina, paper plate, clothes
omnivores, if there are
pin
any?
5. How many are herbivores? grasshopper is the herbivores mam
Carnivores? And
omnivores? frog is the carnivores mam and snake
mam.

In connecting the organism mam we

used arrow, and yarn mam

The transfer of energy in the form of

food from one organism to another
organism is food chain.

(each group will give their answer

based on the activity they did.)

There are three mam.

There also three mam.
And they are also three mam.

Explore: Ok we are going to read a short

Lesson Language passage entitled “Staying Alive”,
Practice but before reading let us unlock
first the unfamiliar words found in
the passage.

1. Producers
2. Primary consumers 1. A
3. Secondary consumers 2. D
4. Tertiary consumers
3. C
(The teacher uses pictures and
4. B
sentence to unlock the unfamiliar
words)
 Elaborate/Explore/Explain:
Lesson Proper
Reading the Key The teacher will give the learners a
Idea/Stem passage about food chain.
*refer to worksheet

Staying Alive
Once upon a time there was a
caterpillar looking out for some
food because it’s hungry and
running out of energy. A caterpillar
is a herbivore. It eats nothing but
plants. Leaf is a producer. A
producer is a plant that can make
its own food. While eating the leaf
which makes the caterpillar the
primary consumer, It was spotted
by the frog. It was in trouble! The
frog hopped closer to the
caterpillar and eat it! The frog is
the secondary consumer.
Suddenly, a hungry snake passed
by. He saw the frog and munch it
as delicious snack! He was the
tertiary consumer. The transfer of
energy from leaf passed through
the caterpillar, through the frog
and through snake makes the food
chain.

The teacher will facilitate the class

reading and unlock unfamiliar
words so that the learners will
understand the concept of the
passage. Then the teacher will
provide additional
information/knowledge on those
cited/ identified words.
Developing The teacher will give an activity
Understanding of the about the passage.
Key Idea/Stem
The teacher will facilitate the
discussion by answering the
following questions:
1. Which of the organisms is the
producer? Answers:
2 .Which are the primary, Leaf mam
secondary and tertiary
consumers?
 3. Which of them is the herbivore? Caterpillar is the primary mam.
Carnivore? Omnivore?
4. As one organism eats another Frog is the secondary mam.
organism, what is transferred to Snake is the tertiary mam.
them?
5. What do you call the sequence
of transfers or flow of energy in the
form of food from one organism to Energy mam.
another organism?

Food Chain Mam.

Deepening We will have a group activity.

Understanding of the But before you are going to group
Key Idea/Stem/ yourselves, what are you going to
Application do so that you will have a good
output?
Work silently mam.
Cooperate with each other mam.
Read properly the instructions
mam.
Help one another mam.

Very Good. I hope all the things

you mentioned will be applied
during your group activity.

(Group Activity)
1. The teacher will give
cutouts of different animals
and let the students make a
simple food chain by
arranging and pasting it on
a manila paper. (Alam Ko
Na!)
2. Paste the correct level of
the food chain. Put below
the picture.(I Need Name!)

Explain/Elaborate

Making What do you think will happen if

Generalizations and one organism is missing?
Abstractions
The consumers will be affected mam.
What relationship exist is shown
when plants and organism feed or Food Chain mam.
eat each other in order to live?
 How will show our care to the
producers in order to sustain our
daily needs? We should take good care of the
producers mam just like watering
them and we should not destroy mam.
Very Good!
I hope you help in taking good
care the producers.

Explore/Extent Directions: Draw an

arrow to illustrate a food chain.

Evaluation Learning

Additional Activities Draw a simple food chain. Put in

for Application or your Science Notebook.
Remediation (if
applicable)
Remarks The teacher will recognize the
performance of the learners for the
day’s session and show
appreciation of the learner’s effort
in various activities.
Reflection
EXIT TICKET
3-2-1
3 Things I learned Today
Prepared By:

EVANGELINE B. AGRON
Teacher III

Checked and Observed by:

GINA FE SP. TESORO

Master Teacher III

DANTE M. TAGUIAM
Principal IV

MARIO S. ASCUETA
Public Schools District Supervisor
Worksheet 1

Staying Alive
Once upon a time there was a caterpillar looking out for some food because it’s
hungry and running out of energy. A caterpillar is a herbivore. It eats nothing but
plants. Leaf is a producer. A producer is a plant that can make its own food. While
eating the leaf which makes the caterpillar the primary consumer, It was spotted by
the frog. It was in trouble! The frog hopped closer to the caterpillar and eat it! The
frog is the secondary consumer. Suddenly, a hungry snake passed by. He saw the
frog and munch it as delicious snack! He was the tertiary consumer. The transfer of
energy from leaf passed through the caterpillar, through the frog and through
snake makes the food chain.

The teacher will facilitate the class reading and unlock unfamiliar words so that the
learners will understand the concept of the passage. Then the teacher will provide
additional information/knowledge on those cited/ identified words.
Questions:
The teacher will facilitate the discussion by answering the following questions:
1. Which of the organisms is the producer?

2. .Which are the primary, secondary and tertiary consumers?

3. Which of them is the herbivore? Carnivore? Omnivore?

4. As one organism eats another organism, what is transferred to them?

5. What do you call the sequence of transfers or flow of energy in the form of
food from one
organism to another organism?
Directions: Construct
a clothesline food
chain by using the
yarn and the clothe
pin. Use the pictures
given to you.
(Clothesline food
chain)
Directions: Make a
food chain by
pasting the picture
in paper plate and
use the yarn to
connect. (Arrange
Me)

Directions:
Paste the
pictures and
draw an arrow to
illustrate food
chain. (
Arrow Please!)