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COT Science4 Lessonplan

The document provides a lesson plan for a 2nd quarter science class on animals that live on land. The lesson plan includes objectives to understand how animals' body parts help them adapt to land and construct models showing adaptation. Students will learn about body parts that help terrestrial animals survive through group activities like charades, poems, songs and dances about different animals. They will also solve riddles about animals to understand how features like fur, scales and skin help animals live on land. Pictures will be presented to discuss legs, lungs, thick fur and coats that help animals adapt. An evaluation matching activity completes the lesson plan.

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Annie Rose Ansale
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422 views6 pages

COT Science4 Lessonplan

The document provides a lesson plan for a 2nd quarter science class on animals that live on land. The lesson plan includes objectives to understand how animals' body parts help them adapt to land and construct models showing adaptation. Students will learn about body parts that help terrestrial animals survive through group activities like charades, poems, songs and dances about different animals. They will also solve riddles about animals to understand how features like fur, scales and skin help animals live on land. Pictures will be presented to discuss legs, lungs, thick fur and coats that help animals adapt. An evaluation matching activity completes the lesson plan.

Uploaded by

Annie Rose Ansale
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Date: 2021

Time: 10:00-10:50 AM

2nd Quarter

Semi – Detailed Lesson Plan in Science 4

I. Objectives
Content Standard: The learners demonstrate understanding.
 Animals have body parts that make them adapt to land and water.
Performance Standard: The learner should be able to
 Construct a prototype model of organism that has body parts which can survive in a given
environment.
Learning Competency/Objectives: Infer that body structures help animals adapt and survive in
their particular habitat;S4LTIIc-d-5
 Infer that animals have different body structures that make them adapt to land.

II. Content
“Body Parts of Animals That Live on Land”

III. Learning Resources


a. Resources
Teacher’s Guide pages: TG pg 103-105
Learner’s Materials pages: LM pg 101-102
b. Learning Materials
ICT, set of jumble parts of terrestrial animals, manila paper, bond paper and coloring materials.
c. Values Integration
 Care for animals
IV. Procedures
A. Engagement

1. Set House Rules.


2. Energizer (3 minutes)
3. Game: “Charade of Animals” (5 minutes)
 Divide the class into groups
 Present the mechanics of the game.

Mechanics
 Choose one representative to
act out (without speaking)
 You’ll be given only one minute.
 Try to guess or name animals as
many as you can.
 The most number of animals
named will be declared the
winner.

 Ask each group how many animals they have guessed during the game. (Numeracy
Integration).
 Ask each group to name all the animals they’ve guessed.
 And say/ask: Where do you think they live? Do they live on land or in water?

4. Unlocking of Difficulties (5 minutes)


 Terrestrial –land
 Habitat- a home or an environment of an animal, plant or other organism.
 Adapt – become adjusted to new situation or condition.
 Survive – continue to live in a certain environment.

B. Exploration (15 minutes)


1. Group Activity.
2. Present the rubrics for group activity/participation.

Points Indicators

Show eagerness and cooperation to do the task, participate actively; do great heal
5
to the group.
4 Show eagerness and cooperation to do the task, good follower only
3 Participated but late, with teacher’s supervision.
2 Activity was done but does not show eagerness to participate or cooperate.
1 No interest in participating the activity.

3. Each group will receive a task card.

TASK CARD TASK CARD


(Group 1) (Group 2)
1. Choose one animal that live on 1. Make a “hugot line”
land. 2. “Hugot lines” should be about
2. Make a short poem about this animals that live on land.
animal. 3. You only have 10 minutes for
3. You only have 10 minutes for preparation.
preparation.

TASK CARD TASK CARD


(Group 3) (Group 4)
1. Choose one animal that live on 1. Choose one animal that live on
land land.
2. Copy that animal’s action 2. Make a song about this animal.
3. Show it in a form of a dance 3. Use any tune.
4. You only have 10 minutes for 4. You only have 10 minutes for
preparation. preparation.

4. Ask each group to present their task.

C. Explanation (10 minutes)


1. Animal Riddles (Literacy integration)
 Divide the class into groups. Provide the class with set of jumbled parts of a terrestrial
animal. Give the mechanics of the game
 The teacher reads the riddles aloud. Before the pupils give their answer they have to arrange
the jumbled parts to form the animal as a clue. The group with the most number of correct
answers will be declared the winner.
Example:
I am big and white and have a strong bite
I have thick fur to keep me warm during the night
I like to swim and run and I live near the North
Pole….
What am I?
Answer: Polar Bear
 Ask: How animals are described in the riddles? (Numeracy Integration)
Can you name them?
Where do you think they Live, on land or water? Since they live on land they are
called terrestrial animals.
 Ask questions about the animals in the riddles like:
1. Based on the riddle, where do polar bears live?
2. What kind of habitat North Pole is?
3. Why do you think polar bear survive in a very cold place?

 Explain that:
 Animals that live on land are called terrestrial animals.
 These animals have features suitable for life on land.
 They can adapt and eventually survive.
 Like their body coverings;
 terrestrial animals are covered with hair or fur
 terrestrial animals are covered with feathers
 terrestrial animals are covered with dry scales
 terrestrial animals are covered with smooth skin

D. Elaboration (10 minutes)

1. Present pictures of land or terrestrial animals through powerpoint presentation (ICT)

Ask: What body structures do these animals to adapt to land?


Which of these animals can live both on land and in water?
What body structure does it have?

2. Elaborate well that:


 They have legs which help them walk on land, and most of them have lungs as their
breathing organ.
 Since Polar bears live a very cold place they have thick fur to protects them from cold.
 Camels survive in desert because they have a thick coat of hair that protects them from the
sun. When there is food and water, camels eat and drink large amounts and store them as
fat in their humps.

E. Evaluation
1. Match Column A to Column B. Write the letter of your answer in the space.

COLUMN A COLUMN B
1. Camel a. thick fur
2. frog b. smooth skin
3. polar bear c. thick coat of hair
4. alligator d. feathers
5. ostrich e. dry scales
V. Assignment
 Bring pictures of different animals for the activity tomorrow.

Prepared by:
SHANE M. MAPALO
Teacher I
FORMATIVE TEST IN SCIENCE 4

Evaluation

Match Column A to Column B. Write the letter of your answer in the space.

COLUMN A COLUMN B
1. Camel a. thick fur
2. frog b. smooth skin
3. polar bear c. thick coat of hair
4. alligator d. feathers
5. ostrich e. dry scales

Prepared by:

SHANE M. MAPALO
Teacher I

Checked and Verified by:


ANITA V. VISAYA
Master Teacher II/Observer

Noted by:
IRENEO C. GENERALAO JR.
Principal II
TASK CARD
(Group 1)
1. Choose one animal that live on land.
2. Make a short poem about this animal.
3. You only have 10 minutes for preparation.

TASK CARD
(Group 2)
1. Make a “hugot line”
2. “Hugot lines” should be about animals that live
on land.
3. You only have 10 minutes for preparation.

TASK CARD
(Group 3)
1. Choose one animal that live on land
2. Copy that animal’s action
3. Show it in a form of a dance
4. You only have 10 minutes for preparation.

TASK CARD
(Group 4)

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