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    Science 4 Q2 Week3 Lesson3

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    JM C Vitto
    The document outlines a science lesson plan about animal body parts and adaptation. It includes: - Objectives to understand how animal body parts help them survive in different environments and construct models showing adaptation. - A content review activity identifying body parts used for food getting. - A video watching activity and discussion about animal movement and adaptation. - An activity where students group animals based on how they move and identify movement of individual animals. - Additional activities for application and remediation if needed. - Reflection questions for the teacher on the lesson effectiveness and areas for improvement.

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    Science 4 Q2 Week3 Lesson3

    Uploaded by

    JM C Vitto
    105 views7 pages
    The document outlines a science lesson plan about animal body parts and adaptation. It includes: - Objectives to understand how animal body parts help them survive in different environments and construct models showing adaptation. - A content review activity identifying body parts used for food getting. - A video watching activity and discussion about animal movement and adaptation. - An activity where students group animals based on how they move and identify movement of individual animals. - Additional activities for application and remediation if needed. - Reflection questions for the teacher on the lesson effectiveness and areas for improvement.

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    The document outlines a science lesson plan about animal body parts and adaptation. It includes: - Objectives to understand how animal body parts help them survive in different environments and construct models showing adaptation. - A content review activity identifying body parts used for food getting. - A video watching activity and discussion about animal movement and adaptation. - An activity where students group animals based on how they move and identify movement of individual animals. - Additional activities for application and remediation if needed. - Reflection questions for the teacher on the lesson effectiveness and areas for improvement.

    Copyright:

    © All Rights Reserved
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    Download as docx, pdf, or txt
    105 views7 pages

    Science 4 Q2 Week3 Lesson3

    Uploaded by

    JM C Vitto
    The document outlines a science lesson plan about animal body parts and adaptation. It includes: - Objectives to understand how animal body parts help them survive in different environments and construct models showing adaptation. - A content review activity identifying body parts used for food getting. - A video watching activity and discussion about animal movement and adaptation. - An activity where students group animals based on how they move and identify movement of individual animals. - Additional activities for application and remediation if needed. - Reflection questions for the teacher on the lesson effectiveness and areas for improvement.

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    You are on page 1of 7

    Daily School Malbog Elementary School Grade Four

    Lesson Teacher VITTO, Jenny May C.


    Learning
    SCIENCE
    Plan Area
    Date / December 14, 2022 | Wednesday Quarter SECOND
    Time

    I.OBJECTIVES
    A. CONTENT The learners should be able to construct a prototype model of organism that has body parts
    STANDARD which can survive in a given environment

    B. PERFOMANCE The learners demonstrate understanding of animals have body parts that make them adapt
    STANDARDS to land or water

    C. LEARNING Infer that body structures help animals adapt and survive in their particular habitat
    COMPETENCIES
    S4LT-IIa-b-4

    SPECIFIC Inferring that body structures help animals adapt and survive in their particular habitat
    OBJECTIVES
    -Animals’ Movement, Adaptation to their Habitat and Survival

    II. CONTENT
    III. LEARNING
    RESOURCES
    REFERENCES
    • TG Pages MELC p. 378
    pp.73-73

    • LM Pages pp.56-59
    • Additional Materials - www.google.com
    from LR Portal
    • Other Textbook None
    Other Learning Resources Powerpoint Presentation

    IV. PROCEDURES Teacher’s Activity


    A. Reviewing Choose the body part used for getting food of the given animals. Write the letter of the
    Previous correct answer.
    Lesson/Presentin 1. chicken
    g New Lesson a. paws b. beak c. feather d. cockscomb
    2. cow
    ELICIT/ENGAGE a. claws b. paws c. teeth d. beaks
    3. bird
    a. teeth b. beak c. feather d. cockscomb
    4. iguana
    a. feet b. sticky tongue c. movable jaws d. claws
    5. cat
    a. paws b. sucking tube c. movable jaws d. beaks
    6. bees
    a. paws b. sucking tube c. beaks d. movable jaws
    7. goat
    a. claws b. paws c. teeth d. beaks
    8. lizard
    a. sticky tongue b. movable jaws c. paws d. teeth
    9. mosquito
    a. sucking tubes b. sticky tongue c. teeth d. beaks
    10. horse
    a. claws b. paws c. teeth d. beak
    B. Establishing a
    Purpose for the
    lesson

    ELICIT

    C. Presenting Say:
    Examples/
    instances of the Animals play an important yet unique role in human life. We use animals for our own
    new lesson benefit, and sometimes forget that they are also living things. There are times that we
    forget to treat them like humans. Just like humans, animals also have developed parts of
    ENGAGE the body adapted for survival in a certain environment. This adaptation can protect them
    from predators and from harsh weather. There are a number of ways that animals can
    adapt. In this module, you will be provided with fun and exciting activities where you will
    understand animals’ life both in land and in water

    D. Discussing new Video Watching


    concepts and (4) SCIENCE IV I Lesson 22: Body Parts of Animals for Food Getting and Eating - YouTube
    practicing skills
    #1

    EXPLORE

    E. Discussing new Discuss the video watched.


    concepts and
    practicing skills
    #2

    EXPLORE

    F. Developing
    mastery (leads to
    formative
    assessment)

    EXPLAIN
    G. Making Remember:
    generalizations
    and abstractions
    about the lesson

    ENGAGE/ELABORATE

    H. Finding practical Group the animals according to how they move.


    applications and
    skills in daily
    living
    ELABORATE/
    EXPLAIN

    I. Evaluating How does the following animals move in their habitat? Write walk, hop, jump, fly, crawl
    Learning or swim. Do your answers in your notebook.

    EVALUATE 1. salamander - _________________________


    2. prawn - _________________________
    3. toad -__________________________
    4. grasshopper - _________________________
    5. turkey - _________________________
    6. tilapia - _________________________
    7. pig - _________________________
    8. blue whale - _________________________
    9. owl -__________________________
    10. king cobra -__________________________
    J. Additional List 5 animals in your home and find out what body part is used for movement.
    Activities for
    application or
    remediation

    EXTEND
    V. REMARKS
    VI. REFLECTION
    A. No. of learners who earned 80% on the formative assessment
    B. No. of Learners who require additional activities for remediation
    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 materials did I use/discover which I wish to share with other teachers?

    Checked/Noted/Inspected/Observed:

    MARILYN M. MILAMBILING
    Master Teacher II

    MA. CONCEPCION J. CAMUA


    Principal I
    Activity 1
    The solids

    What to use:
    stones with different sizes
    jar
    sand

    What to do:
    1. Get the jar.
    2. Place the different kinds of stones and sand inside the jar. Fill the jar until there is no space left, then
    cover it.
    1. Hold then shake it.
    2. Observe how mixture moves inside the jar.
    3. Relate your observation until the properties of solids, liquids and gases you’ve learned in your
    previous years.
    4. Present your output.
    5. Post-Laboratory Discussion

    What you have found out:


    1. What phase of matter does the mixture represent?
    2. How are the molecules of solid arranged?
    Activity 2
    Solid and Liquid

    What to use:
    saw dust
    water
    jar

    What to do:
    1. Get the jar.
    2. Place the saw dust and water inside the jar. Cover it.
    3. Hold then shake it.
    4. Observe how mixture moves inside the jar.
    5. Relate your observation with the properties of solids, liquids, and gases you’ve learned in your
    previous years.
    6. Present your output.
    7. Post-Laboratory Discussion

    What you have found out:


    1. What phase of matter does the mixture represent?
    2. How are molecules of liquid arranged?

    Activity 3
    Solid and Gas
    What to use:
    potted plants transparent plastic

    What to do:
    1. Get the potted plants.
    2. Cover the one part of the leaves with plastic tightly.
    3. Observe what happened to the plastic in the next day.
    4. Record your observation
    5. Present your output.

    6. Post-Laboratory Discussion

    What you have found out:


    6. What phase of matter does it represent?
    7. How are molecules of gas arranged?

    (Note: For Activity 3 – The task will be done a day before.)

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