GRADE 1 to 12 School UNSON ELEMENTARY SCHOOL Grade FOUR

DAILY LESSON LOG Teacher NIKAEL DONNA R. PERALTA Learning Area: SCIENCE
(Pang-araw-araw na Week/Teaching Date WEEK 1 Quarter: SECOND
Tala ng Pagtuturo)

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 Standards Describe the main function of major organs.

C. Learning Competencies/ 1. Describe the functions of 1. Describe the functions of 1. Describe the functions of the 1. Identify common bone Demonstrate first aid
Objectives the bones. the muscles. muscles. injuries and diseases. measures for common bone
( Write the Code for each) 2. Describe how do bones *involuntary and voluntary injuries and diseases
and muscles allow us to
move.
II. CONTENT Major Organs of the Body Major Organs of the Body Major Organs of the Body Common Bone Injuries and First Aid Treatment for Bone
( Subject Matter) -Bones and Muscles -Bones and Muscles -Bones and Muscles Diseases and Muscle 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 pages 58-69 58-69 58-69 58-69 58-69
3. Textbook pages
4. Additional Materials from
Learning Resource LR portal
B. Other Learning Resources skeleton dance video skeleton dance video skeleton dance video skeleton dance video Speakers ,ice bag, elastic
bandage,
IV. PROCEDURE
A. Reviewing previous Lesson or Let the pupils do the Skeleton What are the functions of What are the functions of the Let the pupils do the Skeleton What are common bone and
presenting new lesson dance. the bones? bones? dance. muscle injuries? Tell
something about these.
B. Establishing a purpose for the - “What would we look like if - “Do you think could move - “Do you think could move - Did you experience having While you were playing
lesson we have no bones in our with the bones alone? with the bones alone? some bone injuries or muscle luksong baka, one of your
body? injuries? How did you feel? friends fell and broke his bone
in his elbow, what are you
going to do first?
C. Presenting examples/ instances Let the pupils touch and feel *Show a video of how the *Show a video of how the Show pictures of children - Show a video of applying a
of the new lesson. their bones and tell muscles and bones allow a muscles and bones allow a suffering from bone injuries first aid measure for a
something about these bones. person to move. person to move. and muscle injuries. fractured bone.
D. Discussing new -See pp 62 of the LM for the Introduce the activity. See Introduce the activity. See pp - Introduce the activity. See pp Introduce the activity. See pp
concepts and practicing new activity. pp 59 of the LM for the 61 of the LM for the activity. 65 of the LM for the activity 68-69 of the LM for the
skills.#1 . gactivity. . gactivity.

E. Discussing new -The teacher further explains
concepts and practicing new the lesson.
skills #2. 1.What are the bones that
protect the internal organs?
2. Which set of bones protect
the lungs and the liver?
3-4. (See LM, p.63)
F. Developing Mastery -Show pictures of these bones
(Lead to Formative Assessment 3) that protect the internal
organs and explain the
function of each.
-The teacher further
explains the lesson.
1. How many bones are
involved in the movement?
2. Are the bones connected
to each other?
3. (See LM, p.60)
- The teacher clarifies
misconceptions
-Explain the background
information (pg 60of LM)
-Have the pupils master the
concepts.
-The teacher further explains
the lesson.
1. What helps your finger
bones move as you write?
2. Were you able to control the
movement of your arms and
legs?
3-7. See LM, p.61
*Explain what voluntary and
involuntary muscles are.
-Explain the background
information (pg 62of LM)
-Have the pupils master the
concepts.
-The teacher further explains
the lesson. She explains the
common bone and muscle
injuries.
1.What are the common
muscle injuries?
2. What are the common
bone injuries?
3-7. (See LM, p.66-67)
-Explain the background
information (pg 67of LM)
-Have the pupils master the
concepts.
-The teacher further explains
the first aid treatment for
bone injuries.
-The teacher demonstrates
the first aid treatment for
different bone and muscle
injuries.
-Explain the background
information (pg 69of LM)
-Have the pupils master the
concepts.

G. Finding practical application of
concepts and skills in daily living
H. Making Generalizations and
Abstraction about the Lesson.
*What do you think might
happen to our internal organs
if there are no bones?
* What are the functions of
the bones?
*What are the bones that
protect the internal organs?
Do you think the body can
move if the muscles and the
bones do not coordinate
with each other?
If the bones do not have
joints, what will happen?
Why?
*What are the functions of
the muscles?
What will happen if we don’t *What are you going to do to Find a partner and
have involuntary muscles in our avoid these bone and muscle demonstrate the first aid
body? injuries? treatment for one of the
following:
1. Fracture
2. Cramps
3. Bruise
4-5.
*What is the difference * What are different bone *What are the first aid
between voluntary and and muscle injuries? treatment for different bone
involuntary muscle? Give and muscle injuries?
examples.

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

DAILY LESSON LOG Teacher NIKAEL DONNA R. PERALTA Subject SCIENCE
(Pang-araw-araw na Teaching Dates and Time WEEK 2 Quarter 2nd
Tala ng Pagtuturo)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
B. Establishing the purpose to
the lesson.
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills # 1
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 and I.Explain how the heart and I.Enumerate heart and lung
function of the kidneys. lungs work together to make ailments and their
Identify common kidney the body function properly. treatment.
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 in Start the lesson by showing the Show a picture of group of
a day? heart and lung model people smoking while
Have you asked yourself children are playing.
where our urine come from?
What organ in our body Put your right hand on the What do you think will
produces urine? upper left part of their happen to the people who
chest.What do you feel ? frequently smoke?
What causes the beating of your What do you think will
heart? happen to the children who
frequently inhale smoke
from cigarettes?
Can affect our heart and
lungs?
We will study the body organ We will study today what causes Let’s find out possible
responsible for cleaning our the movement of your heart? ailments or diseases of our
blood and how we can take heart and lungs.
care of it?
Exploration: Exploration: Exploration:
Group Activity Group Activity Group Activity
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
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Explanation:
Discuss the structure and
functions of the
kidneys.Follow the
discussion of diseases and
disorders of kidney.
What are the functions of
the kidneys?What are the
ailments or diseases related
to kidney?
. What will you do to prevent
yourself from having kidney
ailments?
Give the preventive
measures to avoid kidney
and liver ailments.
What are the functions of
the kidneys?
Directions:Put / if the
statement describe the
function of the kidney and x
if not.
1.Remove the liquid waste
from the blood.
2.Filtered the salts and
nitrogeneous waste from the
blood.
3.Digest the food we intake.
4-5.Give the common kidney
disorders and diseases.
Explanation:
Discuss the structure and
functions of heart and lungs.Put
emphasis on how heart and
lungs work together to make
the body function.
Elaboration:
Ask the pupils to act on the
dialogue ,Nikkie and Danics on
LM.
How does the heart and lungs
work together?
What is the function of the
heart and lungs work together?
Directions:Write True if the
statement shows the function of
the heart and lungs and False if
not.
1.The heart receive oxygen from
the lungs and continues to
contract.
2.The major metabolic waste
produced by our body.
3.The heart and lungs support
each other to allow distribution
of nutrients and oxygen to all
parts of the body.
4.The carbon dioxide as a waste
material of the body is removed
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?
What happens if we continue
to pollute the air?
What are the ailments of the
heart ? lungs?
How can they be preventive?
Directions:Give the 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.
 from the body through the
lungs.
Make a list of food to be What are helpful practices to
J. Additional activities for included in your diet to avoid Draw lung and heart model and avoid heart and lung
application or remediation acquiring kidney and liver label its part. ailments?
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 UNSON ELEMENTARY SCHOOL Grade Level FOUR

DAILY LESSON LOG Teacher NIKAEL DONNA R. PERALTA Subject SCIENCE
(Pang-araw-araw na Teaching Dates and Time WEEK 3 Quarter 2nd
Tala ng Pagtuturo)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES Summative no. 2

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.
Demonstrate understanding of how the major internal Demonstrates understanding of animals have body parts that make them adapt to land or
organs, such as the brain, heart, liver, stomach, bones water
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 that different body structures
and how it works. internal organs of the body. make them adapt to water. . that make them adapt to
2.Identify the common 2.Explain the importance of land.
causes of illnesses of the practicing proper health
brain and their habits.
treatment.
Functions of the Brain Proper Care of Internal Body Parts of Animals that Live Body Parts of Animals that
Organs in Water Live on Land
93-95 96-97 100-102 103-104
92-94 95-97 98-100 101-102
What will you do if an Show pictures of a healthy Using the Venn Diagram below, Game; Minute to win it
angry dog barks at you? pupil and a sick child . place the animals in the (meta Divide the class into groups .
What can a healthy child do? cards/ picture cards) in their Provide each group with set
What about a sick child? natural environment. of jumbled parts of an
aquatic animal.Give them
one minute to arrange the

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
H. Making generalizations and
abstractions about the lesson
What makes you cry? What are the different major
organs of our body?
Today we will learn Let us find out how we can
about function of our protect our internal organs
brain and the common to become helthy and fit?
illnesses and their
treatment.
Exploration: Exploration:
Group Activity Group Activity
Explanation: Explanation:
Discuss the functions of Refer to background
the brain and the information for teachers
diseases and disordersof using the table below.
the brain.
Elaboration: Elaboration:
Background Information What are the common ways
for Teachers; in caring for the different?
How do our health practices
affect our body?
What are the diseases Let them do the checklist of
related to brain? “How Will I take Care of my
Internal Organs” in L.M.
What are the functions What are the common ways
of the brain? in caring for the different
What are the diseases organs?
Where do animals live?
What are the different habitats
of animals?
Today we will find out how
animals survive in their
environment particularly in
water.
Exploration:
Group Activity
Explanation:
What animals did you observe
in the activites?
Where do these animals live?
Elaboration:
Game: Tell the pupils to list
down as many aquatic animals
as they can in one minute. The
group with the most number of
animals listed will be declared
the winner.
What is the importance of
letting them live in their natural
habitat?
Why can these animals survive
in water?
jumbled parts to form the
animal. The group who can
form the animal in one
minute will be declared the
winner.
What are these animals?
Why can they live in water?
In the activity are there parts
that remain unused?
How do you think these
animals survive on land?
Exploration:
Group Activity
Explanation:
Based on your investigation ,
what animals have you
seen?
What are their body parts
and their uses?
Elaboration:
Why there are animals that
can live both on land and in
water?
What body structures do
they have?
Draw an animal which is
adapted to land
What are the body
structures of animals that
make them adapt to land?
 related to the brain?
Directions:Put / if the Directions:Put / if the Evaluation refer to T.G page 102. Evaluation refer to Process
I. Evaluating learning statement describe the statement shows the healthy Performance Assessment Skills Assessment.
function of the brain and practices and x if not. Draw an animal which is
x if not. 1.I drink 8-10 glasses of adapted to land.
1.It helps maintain a water everyday.
person’s sense of 2.I eat too much salty food.
balanace. 3.Maintain cleanliness of my
2.It controls the surroundings
voluntary activities of 4.Its okey to play in
the body like thinking , unhealthy surroundings
solving problems, and 5.Have a regular exercise
memorizing details and daily.
decision making.
3.It pumps blood
throughout our body.
4-5.Give at least disease
related to brain.
Allow the pupils to play Make a poster about to Bring pictures of different
J. Additional activities for small brain games like promote proper care of the Make a journal of what you animals.
application or remediation sudoko,boggle, rubrics internal organs to have have learned.
cube, or speed attack. healthy mind and body.
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 UNSON ELEMENTARY SCHOOL Grade Level FOUR

DAILY LESSON LOG Teacher NIKAEL DONNA R. PERALTA Leaning Area SCIENCE
(Pang-araw-araw na Teaching Dates and Times WEEK 4 Quarter SECOND
Tala ng Pagtuturo)
I. OBJECTIVES MONDAY
A. Content Standards Animals have body parts
that make him adapt to land
or water
B. Performance Standards Construct a prototype
model of organism that has
body parts which can
survive in a given
environment
TUESDAY
Animals have body parts that
make him adapt to land or
water
Construct a prototype model
of organism that has body
parts which can survive in a
given environment
WEDNESDAY
Animals have body parts that
make him adapt to land or
water
Construct a prototype model of
organism that has body parts
which can survive in a given
environment
THURSDAY FRIDAY
Animals have body Summative Test
parts that make him
adapt to land or water
Construct a prototype
model of organism
that
has body parts which
can
survive in a given
environment

C. Learning Competencies/Objectives Infer that animals have Infer that animals have body Compare the body movements Make a survey of
Write the LC code for each different body structures in structures to protect of animals in their habitat animals
getting or eating their food themselves from their found in the
enemies community
and their specific
habitats
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. 105 - 108 pp. 108 - 111 pp. 111 - 113 pp. 113 - 116
2. Learner's Material Pages pp. 103 - 105 pp. 105 - 108 pp. 109 - 110 pp. 111 - 112
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
Why there are animals that Do animals eat the same
can live both on land and in kind of food?
water? What body parts do these
animals use in getting or
eating their food? ( bird,
frog , cat )
Pls refer to TG p. 108
How do you think animals
protect themselves from their
enemies?
Present the poem to the class. Refer to TG. p. 114
Refer to TG. pp. 111 - 112
C. Presenting examples/instance
of the new lesson
D. Discussing the new concept
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
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTIONS
Today, we are going to study Today we are going to learn
how the body parts of the different body parts that
animals use for help them of protect
getting/eating their food. themselves from their
enemies
Exploration: Exploration: Exploration: Exploration:
Group Activity Group Activity Group Activity Group Activity
Explanation: Explanation: Explanation: Explanation:
Reporting and discussion Reporting and discussion Reporting and discussion Reporting and
discussion
Elaboration Refer TG.pp.109 – 110 Elaboration Elaboration
Give list of animals and let List down 2 animals you are Give more examples Give more examples
the pupils give the body part familiar with.
used for getting / eating Identify their enemies and
food. the body parts use to protect
themselves from their
enemies.
Have the pupils formulate How do animals protect
the generalization by themselves by adaptation?
completing the sentence.
Animals have_________
____________ for
getting/eating their food.
Pls refer to TG.p.107 Pupil’s creation during the Formative assessment Explain in a short
activity may serve as an ( Activity output ) paragraph why the
assessment. kind and population of
animals differ in varied
places?
M.L. I.D. M.L. I.D. M.L. I.D M.L. I.D.
 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.

Annex 2B to DepEd Order No. 42, s.2016

GRADE 1 to 12 School UNSON ELEMENTARY SCHOOL Grade Level Four

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

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards
B. Performance Standards
Animals have body parts
that make him adapt to land
or water
Construct a prototype model
of organism that has body
parts which can survive in a
given environment
Animals have body parts
that make him adapt to land
or water
Construct a prototype
model of organism that has
body parts which can
survive in a given
environment
Animals have body parts Animals have body parts that Summative Test
that make him adapt to make him adapt to land or
land or water water
Construct a prototype Construct a prototype
model of organism that model of organism that
has body parts which can has body parts which can
survive in a given survive in a given
environment environment

C. Learning Competencies/Objectives Identify the animals to Identify the characteristics Identify the Identify the specialized
Write the LC code for each adapted to a particular of terrestrial plants characteristics of the structures of terrestrial and
habitat aquatic plants aquatic plants

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. 116 - 118 pp. 121 - 124 pp. 124 - 128 pp. 128 - 131
2. Learner's Material Pages pp. 113 - 115 pp. 116 - 118 pp. 119 - 120 pp. 121 - 123
3. Textbook Page
4. Additional Materials from
Learning Resource (LR) Portal

B. Other Learning Resource

IV. PROCEDURE
A. Reviewing previous lesson or Why do animals live in Let the pupils give animals What is terrestrial plant? What are the similarities in
presenting the new lesson different habitats? that live on land and animals characteristics between
that live in water. terrestrial and aquatic plants?

B. Establishing a purpose for the Present a picture of a forest We just studied about the Motivation:
new lesson with animals. different kinds of animals Through games .
Refer to TG p. 125

C. Presenting examples/instance
of the new lesson
D. Discussing the new concept
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
H.Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
(Note: Picture should have
three animals that are not
adapted to a 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?
Exploration :
Group Activity
Explanation:
Reporting and discussion
Elaboration
Giving more examples of
animals living on land and
water..
Refer to TG p. 118
living in land and water.
Do we find plants growing in
land and water too?
Refer to TG. pp . 128 - 129
Exploration : Exploration : Exploration :
Group Activity Field Trip Group Activity
Explanation: Explanation: Explanation:
Reporting and discussion Reporting and discussion Reporting and discussion
Elaboration Elaboration Elaboration
Let the pupils identify the Giving more examples. Let the pupils give the
plants whether it is specialized structure of the
terrestrial plant or aquatic following plants.
plant. Note: the teacher will give the
name of the plants.
Complete the table: Performance Assessment
Plants that Plants that Refer to TG. pp . 128 - 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 UNSON ELEMENTARY SCHOOL Grade Level Four
DAILY LESSON LOG Teacher NIKAEL DONNA R. PERALTA Leaning Area SCIENCE
(Pang-araw-araw na Teaching Dates and Times WEEK 6 Quarter Second
Tala ng Pagtuturo)

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

C. Learning Competencies/Objectives Interpret data on the effect Choose which plant could Identify and examine the Compare the characteristics
Write the LC code for each of environmental factors on grow in a particular habitat parts of a seed of different plant seeds
plant growth Distinguish monocot and Compare the growth
dicot seeds as to its process of monocot seeds to
structure 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 parts
presenting the new lesson grow in water, soil and air. of seed?
B. Establishing a purpose for the Refer TG. 131-132 Let each pupil present Refer to TG. pp.143-144 Have you experienced eating
new lesson their assignment in class by the following fruits and
showing their favourite vegetables like :
plant. Allow them to tell Watermelon
something about the plant. Peanut
Guyabano
Squash
okra
C. Presenting examples/instance Refer to TG. p. 132 We are going to know the Today, we are going to study Present the new lesson
of the new lesson different plants that grow in the seed and its part and regarding the characteristics
water, soil and air determine whether it is of different plant seeds.
monocot or 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 the
Application of Concepts plants and let them identify know if it is dicot or class.
and Skills in daily Living where it grow. monocot.

H.Making generalizations and Give the part of a seed and

abstractions about the
lesson
I. Evaluating Learning
J.Additional activities for
application or remediation
describe it.
When do we say that a seed
or seedling is a monocot or
dicot?
Refer TG. p. 136 Let the pupils complete the Refer TG. p. 149. Refer TG. p.134.
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 UNSON ELEMENTARY SCHOOL Grade FOUR
DAILY LESSON LOG Teacher NIKAEL DONNA R. PERALTA 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
of Terrestrial and Aquatic
Learning Competencies Plants.
( Write the LC code for each) S4LT-IIe-f-9
II. CONTENT Specialized Structures of
Terrestrial and Aquatic Plants.
( Subject Matter)
Conduct investigation on the specialized structures of Make a survey of plants found in the community & their
plants given varying environmental conditions: light, habitats;
S4LT-IIe-f-11
water, temperature and soil type.
Choose which plants grow in a particular habitat.
S4LT-IIe-f-10 S4LT-IIe-F-12
Investigation on the Specialized Structures of Plants Choosing Plants Grow in a Particular Habitat.

III.LEARNINGRESOURCES
A.References

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

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

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

B. Other Learning Resources

IV. PROCEDURES

1. ELICIT What are the specialized
structures of terrestrial and
aquatic plants?
How do you interpret data
based on the effect of
environmental factors on
plant growth?
How do you interpret data Name some plants and Name some plants and
based on the effect of where these plants grow. where these plants grow.
environmental factors on
plant growth?
2. ENGAGE Guessing Game. Introduce a new Science Introduce a new Science Presentation of pupils’ Presentation of pupils’
Pupils will get a piece of paper song. song. favorite plants. favorite plants.
with some phrases or Say: Say:
questions. They will guess the What science processes are What science processes are Show your favorite plant Show your favorite
answer. mentioned in the song? mentioned in the song? and tell something about it. plant and tell something
about it.
Board Activity for pupils. Board Activity for pupils.

Give mechanics before the Give mechanics before the

activity. activity.

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

4. EXPLAIN Answer the Guide Questions. Group reporting. Group reporting. Group report on the output Group report on the
Refer to LM p. 122 Based on the result of the Based on the result of the of pupils’ activity. output of pupils’ activity.
activity done earlier. activity done earlier.
Refer to TG p. 138 Refer to TG p. 138

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

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

Make a scrapbook of plants Construct any of these Construct any of these Share what you have Share what you have
with specialized structures experiments at home. experiments at home. learned about terrestrial, learned about terrestrial,
7. EXTEND following this table. (Set A and Set B) (Set A and Set B) aquatic, and aerial plants to aquatic, and aerial plants
Refer to TG pp. 136-137 Refer to TG pp. 136-137 your siblings.
to your siblings.
Plant Specialize How is
s d it
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 teaching Guessing Game Making of line graphs. Insights given by the pupils. Varied answers of the pupils Processed information
strategies work well? Why? from the activity. base from group activity.

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

G. What innovation or localized

materials did I use/discover
which I wish to share w/other
teacher?