School: SUAWON ELEMENTARY SCHOOL Grade Level: IV

Teacher: MIRALUNA C. JIMENEZ Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and
Time: DECEMBER 5-9, 2022 (WEEK 5) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Animals have body parts that make them 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
C.Learning Infer that body structures help animals adapt and survive in their particular habitat.
Competencies/Objectives S4LT- IIc-d-5
Write the LC for each
II.CONTENT Lesson 20: Body Parts of Lesson 21: Body parts of Lesson 22: Body Parts of Animals Lesson 23: Body Parts of Lesson 23: Body Parts of
Animals that Live in Water Animals that Live on Land for Food Getting/ Eating Animals for Protection Animals for Protection
- Infer that animals have
different body structures - Infer that animals have - Infer animals have different body - Infer animals have body - Infer animals have body
that make them adapt to different body structures that structures in getting or eating their structures to protect themselves structures to protect themselves
water. make them adapt to land food. from their enemies. from their enemies.

III. LEARNING RESOURCES

A.References
1.Teacher’s Guide pages 100 - 103 103 - 105 105- 108 108 - 111
2.Learner’s Materials Pages 101-102 103- 105 105-106

3.Textbook pages
4.Additional Materials from
Learning Resource (LR) Portal
B.Other Learning Resources LM, Power point Video Presentation LM, Power Point Presentation, LM, Powerpoint Presentation
Presentation Video
IV. PROCEDURES
A.Reviewing previous lesson or Reviewing Chapter Test Give the body parts of animals Show the pictures of different Show different body parts of
presenting the new lesson through Drill that live in water animals then describe each. animals that used for getting/
eating their food.
B.Establishing a purpose for the Recall what the pupils have Game: Minute to Win it Divide the class into groups. Game:
lesson learned about animals in the Give the group one minute to - From the different pictures of Hide and SEek
previous grade by doing the arrange the jumbled parts to animals, instruct the pupils to “It will be the prey and Seeker
activity below. form the animal.The group who make their own safari. Ask the will be the prdator.
Using the Venn Diagram. can perform the animal in one pupils to group the pictures - as the teacher says “Go” the
minute will be declared as the they’ve brought according to body pupils will seek for the creature
winner. coverings. 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 Where do animals live? What are these animals? - How did you group the animals? How did you find the activity ?
of the new lesson - What are the different - Why can they live in water? - How do you think these animals Why?
habitats of animals? - To which animals do you think get or eat their food? -How do you think animals
- What are the different these parts belong? protect themselves from their
animals that live in each - How do you think these enemies?
habitat? animals survive on land?
- Why do you think animals
live on the different
habitats?
E.Discussing new concepts and Divide the class into groups. Divide Class into groups. Recall the standards of doing this Pupils will do Lesson 23 Lm
practicing new skills #1 -Recall the standards in - Recall the standards in doing activity. Activity 1 in five minutes
doing the activities the activities. - Let the pupils do Lesson 22: LM - Group Activity : The group will
- Allow the pupils to discuss -Let the pupils do the Lesson 21: Activity 1 do Activity 2 and Activity 3
their collected data within LM Activity : How do animals Refer TG. Pp. 103- 104 - Give them 15 minutes to do
the groups survive on land? Activity 2 and 3
Refer TG Exploration p. 101 Refer LM p. 101- 102
F.Discussing new concepts and Group report. Group Report based from their Group Report and their output Group report Group report
practicing new skills #2 observations / collected data in
class.
G..Developing mastery What animals did you What animals did you observe in - what are the different body - How do Animals protect - How do Animals protect
(Leads to formative assessment) observe in the activities? the activities? structures of animals for getting/ themselves by adaptation? themselves by adaptation?
- Describe their body - Describe their body coverings eating food?
coverings - What other parts do these - Why do animals have different
- What other parts do these animals have? What are their body parts for getting / eating
animals have? What are their uses?Are these parts important? food ?
uses?Are these parts - What have you learned? - Sum up the lesson by completing
important? the sentence below:
- What have you learned? Animals have_____ for getting /
eating their food.
H.Finding practical/applications of Game: Pupils will do a research on the Using the video , pupils will Fill in the dialogue balloon with Fill in the dialogue balloon with
concepts and skills in daily living Divide the class into groups. following questions; observe what animals eat and they the way the animal protect the way the animal protect
Tell the pupils to list down as - Why do polar bears have thick will record their observation in itself. itself.
many as aquatic animals as fur? their notebook
they can in one minute. The Why do camels survive in Refere TG p. 107
group with the most number desert?
of animals listed will be - Why do some insects have
declared the winner. antennae?
I. Making generalizations and What is the importance of What body structures do the How does the body structures Elaborate Remember these to Elaborate Remember these to
abstractions about the lesson letting them live in their animals live on land and in important to animals? emphasize the main topic . emphasize the main topic .
natural habitat ? water?
J..Evaluating Learning Performance Assessment: Draw animals which is adapted Refer TG . p 106 Product assessment based from Product assessment based from
animal Plan/ Constructing to land. their group output using rubric their group output using rubric
Model Refer TG p. 111 Refer TG p. 111
Refer T. p. 102
K..Additional activities for Make a journal of what you Bring pictures of different Write a short paragraph about Research on how animals Research on how animals
application or remediation have learned. You may begin animals their pets. escape from extreme weather. escape from extreme weather.
with the statement: Then Give examples of these Then Give examples of these
Now I know that animals animals
____________
V.REMARKS

VI.REFLECTION

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

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

E..Which of my teaching strategies Strategies used that work 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? well: ___ 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 ___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Lecture Method Why? Why? Why? Why?
 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 Cooperation in doing their
Cooperation in doing their tasks tasks 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 __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
can 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 __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
I wish to share with other __ 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
teachers?
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional used as Instructional Materials as Instructional Materials used as Instructional Materials used as Instructional Materials
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