School: Grade Level: IV

GRADES 1 to 12 Teacher: File Created by Sir BIENVINIDO C. CRUZ JR Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 30 – OCTOBER 4, 2019 (WEEK 8) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Interpret data on the effect Choose which plant could grow a. Identify and examine the parts a.Compare the characteristics of a. Distinguish the factors that
of environmental factors on in a particular habitat. of a seed different plant seeds affect seed germination and
plant growth. b. Distinguish monocot and dicot b. Compare the growth process growth b.
as to its structures. of monocot seeds to a dicot seed. Analyze and interpret data
gathered
c. Exercise investigative
approach in problem solving
A. Content Standards The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
understanding of plants have understanding of plants have understanding of plants have understanding of plants have understanding of plants have
body parts that make them body parts that make them adapt body parts that make them adapt body parts that make them adapt body parts that make them
adapt to land or water. to land or water. to land or water. to land or water. adapt to land or water.

The learners should be able The learners should be able to The learners should be able to The learners should be able to The learners should be able to
to construct a prototype construct a prototype model of construct a prototype model of construct a prototype model of construct a prototype model of
B. Performance Standards model of organism that has organism that has body parts organism that has body parts organism that has body parts organism that has body parts
body parts which can survive which can survive in a given which can survive in a given which can survive in a given which can survive in a given
in a given environment. environment. environment. environment. environment.
The learners should be able The learner should be able to The learners should be able to The learners should be able to The learners should be able to
to conduct investigation on choose which plants grow in a conduct investigation on the conduct investigation on the conduct investigation on the
the specialized structures of particlar habitat. specialized structures of plants specialized structures of plants specialized structures of plants
plants given varying S4LT-IIe-f-12 given varying environmental given varying environmental given varying environmental
environmental conditions: conditions: light, water, conditions: light, water, conditions: light, water,
light, water, temperature, temperature, and soil type. temperature, and soil type. temperature, and soil type.
and soil type. S4LT-IIe-f-10 S4LT-IIe-f-10 S4LT-IIe-f-10
S4LT-IIe-f-10
C. Learning
Competencies/Objectives
Plants Plants Plants Plants
 II. CONTENT Plants Live in Land or in Water Live in Land or in Water Live in Land or in Water Live in Land or in Water
Live in Land or in Water

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages 131-137 138-139 143-149 150-154 154-159
 2. Learner's Materials pages 123-124 124-25 126-127 128-130 131-134
3. Textbook pages
4. Additional Materials from
Learning
Resource (LR)portal
B. Other Learning Resources

IV. PROCEDURES

On the space below the Tell whether the following is a

A. Reviewing previous lesson Sing a science song Ask each pupil to present their drawing put a check if the plant Identify the parts of the seed monocot or a dicot. Write M if
or
presenting the new lesson "Jack in Jill" assignment. Allow them to tell put a check if the plant is see TG p. 150 monocot. D if dicot.
see TG p. 131 something. aquatic and x if terrestial ( see TG see TG p. 155
p. 143)
What specialized structures do What are the three basic parts of
Post three posters on the board the a Have you experienced planting
Asking questions about the plants have? Name some seed? How about the parts of the
song. particular
B. Establishing a purpose for the see TG p. 132 labelled as aquatic, terrestial plants that grow in our school plant embryo? or seen others planting?
lesson
and aerial. surroundings/in your barangay. see TG p. 155
Ask a volunteer to identify where Post a picture on the board.  Original File Submitted and Using the FISH BONE DIAGRAM,
It is good that you still Formatted by DepEd Club
remember Member - visit depedclub.com
for more
C. Presenting the different science their favorite plant grow. Ask Have you heard the fairytale story When do we say that a seed or list down factors that plants
examples/instances of processes in them of
the new lesson conducting an experiment. to explain why they prefer to put Jack and the Beanstalk? seedling is a monocot or dicot? need for growth
the plants in such habitat. see TG p. 144 see TG p. 155
see TG p. 132

Listening the story about Exploration Exploration

D. Discussing new concepts and States the mechanics of the Activity 1 "Jack and the Beanstalk" Group Activity Group Activity
practi-
cing new skills #1 activity. see LM p. 124-125 Talk about the story. see TG p. 151 see TG p. 155-157
see TG p. 144-145 see LM p. 128-129 see LM p. 131--133
see TG p. 132

Exploration
 Group activity (Activities/Investigation,

E. Discussing new concepts and Exploration Group Reporting Process Skills Group Reporting Group Reporting
practicing new skills #2 see TG p. 132-133 Explanation see TG p. 145/see LM p. 126 Explanation
see TG p. 138 Let the pupils report their see TG p. 152?LM p. 120
see LM p. 123-124 findings

F. Developing mastery Explanation Extension Explanation/Discussion After germination, which Explanation

seedlings
(Leads to Formative see TG p. 133-134 see TG p. 139 see TG p. 146-147 or germinated seeds are see TG p. 156 see LM p. 134
Assessment 3) monocot or dicot?
G. Finding practical applications Elaboration Give the parts of a seed and Extension. Elaboration Extension/Elaboration
of see TG p. 134-135 describe each. see TG p. 147/see see TG p. 153-154 see TG p. 157-158
concepts and skills in daily LM p. 127
living
H. Making generalizations and How will the different Why it is important to know the When do we say that a seed or What does this activity tells us? Guide the pupils in constructing
abstractions about the lesson factors seedling is a monocot or dicot?
of the environment affect plant habitat? States the part of embryo and its see LM p. 130 the key idea or concept learned
plant growth? function. see TG p. 147-149 in this lesson.
I. Evaluating learning see TG p. 136 see TG p. 139 see TG p. 149 see TG p. 154 see TG p. 158
J. Additional activities for Construct any of these Make a journal of what you have Make a journal of what you have Make a journal of what you
application simple learned for today. see TG p. 149 learned have learned for today. see TG
or remediation experiments at home. for today. see TG p. 154 p. 159
see TG p. 136-137
V.REMARKS

VI.REFLECTION

A..No. of learners who earned 80% in ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
the evaluation 80% above ___ of Learners who earned 80% above above above
above
B..No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for remediation additional activities for additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation
who scored below 80% remediation
C…Did the remedial lessons work? No. ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
of learners who have caught up with ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
the lesson the lesson lesson lesson lesson lesson

D..No. of learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation to require remediation require remediation require remediation require remediation require remediation

E..Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
 ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in doing their Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
tasks
F..What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor can __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G..What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover which I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
wish to share with other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used
used as Instructional Materials Instructional Materials Instructional Materials Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures