Republic of the Philippines
Department of Education
Region IV A, CALABARZON
Division of Lucena City
Lucena South District
LUCENA SOUTH II ELEMENTARY SCHOOL
Lucena City
SCHOOL ID. 109732
CELL NO.# 0933 488 4029
DAILY LESSON LOG
SY 2016-2017
SCHOOL
LUCENA SOUTH II ELEMENTARY SCHOOL
GRADE
LEVEL
IV - DILIGENCE
GRADES 1 TO 12
DAILY LESSON LOG
MONDAY
TEACHER
MRS. MARY ROSE P. GENOVANIA
SUBJECT
SCIENCE
DATE/TIME
SEPTEMBER 19 - 23
QUARTER
SECOND
TUESDAY
WEDNESDAY
THURSDAY
I.OBJECTIVES
A.Content Standards
B.Performance Standards
Animals have body parts that make them adapt to land or water
Construct a prototype model of organism that has body parts which can survive in a given environment
FRIDAY
C.Learning
Competencies/Objectives
Infer that body structures help animals adapt and survive in their particular habitat.
S4LT- IIc-d-5
Write the LC for each
II.CONTENT
Lesson 20: Body Parts
of Animals that Live in
Water
- Infer that animals have
different body structures
that make them adapt to
Lesson 21: Body parts of
Animals that Live on Land
- Infer that animals have
different body structures that
make them adapt to land
water.
Lesson 22: Body Parts of
Animals for Food Getting/
Eating
- Infer animals have different
body structures in getting or
eating their food.
Lesson 23: Body Parts of
Animals for Protection
- Infer animals have body
structures to protect
themselves from their
enemies.
III. LEARNING RESOURCES
A.References
1.Teachers Guide pages
2.Learners Materials Pages
100 - 103
103 - 105
101-102
105- 108
103- 105
108 - 111
105-106
Lesson 23: Body
Parts of Animals
for Protection
- Infer animals
have body
structures to
protect themselves
from their
enemies.
3.Textbook pages
4.Additional Materials from
Learning Resource (LR) Portal
B.Other Learning Resources
LM, Power point
Presentation
Video Presentation
LM, Power Point
Presentation, Video
LM, Powerpoint Presentation
IV. PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
Reviewing Chapter Test
through Drill
Give the body parts of
animals that live in water
Show the pictures of
different animals then
describe each.
Show different body parts
of animals that used for
getting/ eating their food.
B.Establishing a purpose for
the lesson
Recall what the pupils
have learned about
animals in the previous
grade by doing the
activity below.
Game: Minute to Win it
Divide the class into groups.
Game:
Give the group one minute to
arrange the jumbled parts to
form the animal.The group
who can perform the animal
in one minute will be
declared as the winner.
- From the different pictures
of animals, instruct the
pupils to make their own
safari. Ask the pupils to
group the pictures theyve
brought according to body
coverings.
Hide and SEek
Using the Venn
Diagram.
It will be the prey and
Seeker will be the prdator.
- as the teacher says Go
the pupils will seek for the
creature that the teacher
hid before the start of the
class
- The fastest pupils who
will find the creature will
be declared the winner.
C. Presenting
examples/instances of the new
lesson
Where do animals live?
What are these animals?
- What are the different
habitats of animals?
- Why can they live in water?
- What are the different
animals that live in each
habitat?
- To which animals do you
think these parts belong?
- How did you group the
animals?
How did you find the
activity ? Why?
- How do you think these
animals get or eat their food?
-How do you think animals
protect themselves from
their enemies?
Recall the standards of doing
this activity.
Pupils will do Lesson 23
Lm Activity 1 in five
minutes
- How do you think these
animals survive on land?
- Why do you think
animals live on the
different habitats?
E.Discussing new concepts and
practicing new skills #1
Divide the class into
groups.
-Recall the standards in
doing the activities
- Allow the pupils to
discuss their collected
data within the groups
Divide Class into groups.
- Recall the standards in
doing the activities.
-Let the pupils do the Lesson
21: LM Activity : How do
animals survive on land?
- Let the pupils do Lesson
22: LM Activity 1
Refer TG. Pp. 103- 104
- Group Activity : The
group will do Activity 2
and Activity 3
- Give them 15 minutes to
do Activity 2 and 3
Refer LM p. 101- 102
Refer TG Exploration p.
101
F.Discussing new concepts and
practicing new skills #2
Group report.
Group Report based from
their observations / collected
data in class.
Group Report and their
output
Group report
Group report
G..Developing mastery
(Leads to formative
assessment)
What animals did you
observe in the
activities?
- Describe their body
coverings
- What other parts do
these animals have?
What are their uses?Are
these parts important?
What animals did you
observe in the activities?
- Describe their body
coverings
- What other parts do these
animals have? What are their
uses?Are these parts
important?
- what are the different body
structures of animals for
getting/ eating food?
- How do Animals protect
themselves by adaptation?
- How do Animals
protect themselves
by adaptation?
Fill in the dialogue balloon
with the way the animal
protect itself.
Fill in the dialogue
balloon with the
way the animal
protect itself.
- Why do animals have
different body parts for
getting / eating food ?
- Sum up the lesson by
completing the sentence
below:
- What have you learned?
- What have you
learned?
H.Finding
practical/applications of
concepts and skills in daily
living
Game:
Divide the class into
groups. Tell the pupils
to list down as many as
aquatic animals as they
can in one minute. The
group with the most
number of animals
listed will be declared
the winner.
Animals have_____ for
getting / eating their food.
Pupils will do a research on
the following questions;
- Why do polar bears have
thick fur?
Why do camels survive in
desert?
Using the video , pupils will
observe what animals eat
and they will record their
observation in their
notebook
Refere TG p. 107
- Why do some insects have
antennae?
I. Making generalizations and
abstractions about the lesson
What is the importance
of letting them live in
their natural habitat ?
What body structures do the
animals live on land and in
water?
How does the body
structures important to
animals?
Elaborate Remember these
to emphasize the main
topic .
Elaborate
Remember these
to emphasize the
main topic .
J..Evaluating Learning
Performance
Draw animals which is
Refer TG . p 106
Product assessment based
Product
Assessment: animal
Plan/ Constructing
Model
adapted to land.
from their group output
using rubric
Refer TG p. 111
assessment based
from their group
output using
rubric
Refer T. p. 102
Refer TG p. 111
K..Additional activities for
application or remediation
Make a journal of what
you have learned. You
may begin with the
statement:
Now I know that
____________
V. Remarks
VI. Reflection
A.No. of learners who earned
80% of the formative
assessment
B.No. of learners who require
additional activities to
remediation
Bring pictures of different
animals
Write a short paragraph
about their pets.
Research on how animals
escape from extreme
weather. Then Give
examples of these animals
Research on how
animals escape
from extreme
weather. Then
Give examples of
these animals
Continuation of
lesson 23
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 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 material did I
use/discover which I
wish to share with
other teachers?
