MATATAG K TO 10 CURRICULUM

School: Visit DepEdResources.com for More Grade Level: 4

MATATAG Name of Teacher Learning Area: SCIENCE (BIOLOGY)
K to 10 Curriculum Teaching Dates and Time: NOVEMBER 4 - 8, 2024 (WEEK 6) Quarter: Second
Weekly Lesson Log

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Learners learnt that animals have life cycles that include development and reproduction.
Standards

B. Performance By the end of the Quarter, learners identify that plants and animals have systems whose function is to keep them
Standards alive. They observe, describe, and create representations to show how living things interact with their habitat, survive,
and reproduce in specific environments. They use flowcharts to show the feeding relationship among different
organisms within a given environment

C. Learning The learners use flow charts to compare the different stages in the life cycle of animals, such as a butterfly, frog,
Competencies chicken, and human;
and Objectives
Lesson Objectives:
 Describe the different stages in life cycle of butterfly.
 Describe the different stages in life cycle of frog
 Describe the different stages in life cycle of chicken.
 Describe the different stages in life cycle of human.

C. Content Life Cycles of Animals

a. Life cycle of butterfly
b. Life cycle of frog
c. Life cycle of chicken
d. Life cycle of human

D. Integration Preservation and continuity of life

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II. LEARNING RESOURCES

● Delos Reyes Jr, R. L., Balabat, F. P., Quicho, K. L., & Rex Book Store. (2023). Science Links: Worktext for Scientific and
Technological Literacy (Revised Edition). Rex Book Store. pp. 194-201.
● Department of Education. (2019). National Science Textbook, Grade 4, First Edition (pp. 105-118). Papua New Guinea.
● Department of Education. (2019). Science Teacher Manual, Grade 4, First Edition (pp. 102-115). Papua New Guinea.
● Department of Education. (Year). MATATAG Curriculum in Science. DepEd Complex, Meralco Avenue, Pasig City, Philippines.
● Human Life Cycle. (n.d.). K8 School Lessons. Retrieved October 18, 2023, from https://k8schoollessons.com/human-life-cycle/
● Let’s Talk Science. (2019, September 5). Animal Life Cycles. https://letstalkscience.ca/educational-resources/lessons/animal-life-
cycles
● Republic of the Philippines. (2013). Enhanced Basic Education Act of 2013. Retrieved from
https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating
Prior Day 1
Knowledge
Short Review
 Begin the class with what students learned about different habitats, their
unique characteristics and examples of animals and plants found in these
habitats, and their importance.
 Provide pictures, illustrations and video clips of plants and animals found in
different habitats such as terrestrial, aquatic, and aerial including gardens, rice
field, seashores and mangroves.
 Let students share the ecological significance of gardens, rice field, seashores
and mangroves to human beings in terms of source food source, livelihood,
medicine and maintaining biodiversity.

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B. Establishing Lesson Purpose

Lesson  Begin by sharing that Science uses a diverse system to categorize or classify all the
Purpose organisms (animals and plants) on our planet, including people. Animals are
classified based on their unique characteristics and on process they reproduce or
how their babies are born. Some are born like us, and others are hatched from
eggs like fish and birds. Understanding the life cycles of animals are important
because it helps us learn about the different ways animals live, grow, and
reproduce. Animals have to reproduce to preserve and perpetuate their species.
Unlocking Content Area Vocabulary
 Introduce new vocabulary words that are related to life cycle: reproduce,
perpetuate, birth to death, born alive, lay eggs, metamorphosis, larvae, adult,
tadpole, baby animal, fetus, adolescent, adult, etc.
 Ask learners to make a statement using any of these vocabulary words to show
their initial understanding.

2. Developing and SUB-TOPIC 1: LIFE CYCLE OF A BUTTERFLY

Deepening
Understanding Explicitation
 Begin the lesson by asking students what they know about butterflies based on
their personal experiences. Ask if they like butterflies and why butterflies are
important in the environment.
 Show pictures about the different stages in the life cycle of a butterfly. Encourage
students to describe each stage and share what they know how the butterfly
changes or transforms during its life cycle from egg, larva, pupa to adult.
 Discuss the different stages in the life cycle of butterflies focusing on the
characteristics of each stage. Highlight how each stage develops and grows into
another form, including its physical appearance, where it is mostly found and
what food it eats to grow.
Worked Example and Lesson Activity
 Guide the learners to perform Activity No. 1- The Life Cycle of Butterfly in the
Worksheet.

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 Divide the class into small groups and ask each group to discuss the growth and
transformation of a butterfly from egg, larva, pupa to adult.
 Encourage students to explain each stage and how the butterfly changes during
its life cycle.
 Emphasize the significance of each stage and its role in the overall life cycle.
 Reinforce the understanding of a butterfly's life cycle and its importance in
the broader context of nature
.
Facts for the Teacher: Butterfly Life Cycle
A butterfly goes through four stages in its life. It all starts with an egg. From that egg
hatches a tiny creature called a caterpillar (larvae stage). Caterpillars love to eat plants
and they grow quickly. When they're done eating, caterpillars create a case called a
chrysalis (pupa stage). Inside the chrysalis, the caterpillar changes into an adult butterfly.
Once the transformation is complete, the adult butterfly breaks free from the chrysalis.
Now, it can lay eggs and start the life cycle all over again.

Source: Picture taken from National Science Textbook, Grade 4, First Edition. Papua New Guinea

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Insect Life Cycles:

Many insects begin their lives as eggs. When they hatch, they look quite different from
their parents and are called pupas. Pupas are inactive, don't have wings, and may not
even have legs. As they grow, they start to change shape, which we call metamorphosis.
There are two kinds of metamorphosis: complete and incomplete. Complete
metamorphosis includes insects like beetles, bees, and butterflies. Insects that undergo
incomplete metamorphosis have three life stages: egg, nymph, and adult, and they
include insects like grasshoppers and stick-insects.

Day 2 – Week 6
SUB-TOPIC 2: LIFE CYCLE OF A FROG
Explicitation
 Begin the lesson by asking students what they know about frogs based on their
personal experiences. Ask if they like frogs and why frogs are important in the
environment.
 Show pictures about the different stages in the life cycle of a frog. Encourage
students to describe each stage and share what they know how frog changes or
transforms during its life cycle from egg, tadpole, froglet to frog.
 Discuss the different stages in the life cycle of frogs focusing on the
characteristics of each stage. Highlight how each stage develops and grows into
another form, including its physical appearance, where it is mostly found and
what food it eats to grow.
Worked Example and Lesson Activity
 Guide the students to perform Activity No.2- Life Cycle of a Frog in the
Worksheet.
 Divide the class into small groups and ask each group to discuss the growth and
transformation of a frog from egg, tadpole, froglet to frog.
 Facilitate a discussion on the unique features of the frog's life cycle being an
amphibian. Use the whiteboard to create a collective chart highlighting key points
from the discussion.

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 Discuss the significance of understanding life cycle of frog in the broader context
of nature and ecosystems.
 Challenge groups to compare the frog's life cycle with that of the butterfly
previously studied in the first activity.

The Frog's Life Cycle:

Frogs, being amphibians, undergo a unique transformation. Unlike fish, the young frogs
look distinct from the adults. Their life cycle initiates from an egg. From this egg, a
tadpole emerges, which resides in water. Initially, it possesses gills and a tail but lacks
legs. Gradually, the tadpole develops into a froglet with legs, ultimately losing its gills
and tail. Over time, the froglet transforms into an adult frog. These adult frogs lay eggs,
thus marking the beginning of a new life cycle.

Source: Pictures taken from National Science Textbook, Grade 4, First Edition. Papua
New Guinea

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Day 3

SUB-TOPIC 3: LIFE CYCLE OF A CHICKEN

Explicitation
 Begin the lesson by asking students what they know about chickens based on
their personal experiences. Ask if they like chickens and why are chickens
important for humans as source of food and livelihood in food production.
 Show pictures about the different stages in the life cycle of a chicken.
Encourage students to describe each stage and share what they know how the
chicken changes or transforms during its life cycle from egg to adult.
 Highlight how each stage develops and grows into another form, including its
physical appearance, where it is mostly found and what food it eats to grow.

Worked Example and Lesson Activity

 Guide the students to perform Activity No.3: Exploring the Life Cycle of
Chickens in the Worksheet.
 Divide the class into small groups based on their assigned activity groups.
 Encourage discussions on key life stages, the significance of each stage, and the
role of chickens in agriculture/ food production.
 Discuss the economic importance of understanding the life cycle of chickens in
the context of poultry farming.
 What challenges might chickens face during their life cycle, and how can these
challenges be addressed?

Facts for the teacher: The Life Cycle of Chicken (Bird):

Birds, including chickens, begin their life cycles from eggs. A young chicken, known as a
chick, looks similar to an adult chicken. The life cycle of a chicken starts as an egg,
hatches, grows, and matures into an adult chicken. Adult chickens lay eggs, starting a
new life cycle. Birds, like the bird of paradise and cassowary, have similar life cycles to
chickens. In various bird species, life begins within an egg. A newly hatched bird is called
a hatchling. During growth in the nest and while being cared for by parents, the hatchling
is called a nestling. Once it develops flight feathers and is ready to leave the nest, the bird

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takes its first flight, becoming a fledgling. When the fledgling or juvenile reaches full
growth, it becomes a mature or adult bird.

Source: Pictures taken from National Science Textbook, Grade 4, First Edition. Papua New Guinea

Day 4

SUB-TOPIC 4: LIFE CYCLE OF HUMAN

Explicitation
 Begin the lesson by asking students what they know about how humans
reproduce their own kind based on their personal experiences.
 Show pictures about the different stages in the life cycle of a human beings.
Encourage students to describe each stage and share what they know how the
babies change or transform from fetus, infant, childhood, adolescence, adulthood,
and to old age.
 Highlight how each stage develops and grows into another form, including
its physical appearance, what food it eats to grow and some daily life
activities.
Worked Example and Lesson Activity
 Guide students to perform Activity No.4: Exploring the Human Life Cycle in
the Worksheet.

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 Divide the class into small groups. Ask students to cut out the pictures and

arrange them in sequence from the earliest to the latest stage Emphasize. the
importance of accurately sequencing the stages of the human life cycle.
 Instruct each group to share their thoughts on the growth and transformation of
humans through different stages of life.
 Encourage discussions on physical, emotional, and social changes during each
stage. Use guide questions to prompt discussions and critical thinking.
 What are some societal expectations and roles associated with different stages
of life, such as adulthood and old age
 How does cultural and environmental factors affect growth of humans at different
life stages?
 How does the concept of family and relationships evolve throughout the human
life cycle?
 Summarize key points discussed during group activities and reflect on the
uniqueness and complexity of the human life cycle.
 Connect the exploration of the human life cycle to broader topics like
sociology, psychology, and anthropology.
Facts for the Teacher: Stages of Human Life Cycle

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Stage 1 - Foetus in the womb: A baby begins as a tiny thing when a mother's egg joins
with a father's sperm. Inside the mother's tummy, it grows into a little human shape. We
call this the "foetus." The foetus can't eat, drink, or breathe on its own and needs its mom.

Stage 2 – Baby: After about nine months, the baby is born. Babies at this stage are called
"infants." They can't talk yet, but they can cry, eat, and let you know when they're hungry
or uncomfortable. Moms usually feed them with milk.

Stage 3 – Childhood: Babies grow into children who learn to crawl, walk, talk, and do
more things. They make friends, read, write, and become more independent. In this stage,
we have toddlers (1-3 years), preschoolers (3-5 years), and primary school children (5-12
years).

Stage 4 – Adolescence: As kids grow into teenagers (usually from 13 to 19 years old),
their bodies change a lot. They grow taller, get hair in new places, and their voices may
deepen. They become more independent and their behaviors change.

Stage 5 – Adulthood: People from 20 to 65 years are called adults. They can have families
and continue the life cycle. We can split adults into young adults (20-36 years), middle-
aged adults (36-55 years), and older adults (55-65 years).

Stage 6 – Old Person: When a person reaches 65 years, they're called an old or elderly
person. How long someone lives can vary, but it usually depends on their health. Some
people live beyond 100 years, while others don't. The human life cycle comes to an end at
this stage.

3. Making 1. Learners’ Takeaways

Generalizations To summarize the main learning points in the topic "Life Cycle of Animals" and engage
students effectively, you can consider the following approach:
1. Recap Main Learning Contents:
 Explain the concept of a life cycle, which is the sequence of changes an organism
goes through during its life.
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 What are the different stages in the life cycle of a butterfly, frog, chicken and
human?
 What are the similarities and differences in the life cycle of these animals?
2. Provoke Critical Thinking:
 What are some advantages of being born as a live mammal rather than hatching
from an egg like a bird, amphibian or a reptile?

2. Reflection on Learning

Reflect with the aid of the following:

What Worked Well:

We used pictures, hands-on activities, and stories to make learning fun.
Learning About Animal Preservation:
We discussed how some animals are in danger and need our help.
Students felt they could make a difference by taking small actions, like using less plastic
and keeping our environment clean.
Looking Ahead:
We'll keep students engaged by bringing in experts and sharing success stories about
saving animals.
Our goal is to inspire students to take action and protect animal life, making our world a
better place.
In conclusion, learning about animal life cycles has been exciting. It's not just about
understanding animals; it's about taking care of our planet and the creatures we share it
with. Our Grade 4 students are on a journey to become animal protectors, and we're here
to support them every step of the way.

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning
ANSWER KEY:
Answer the questions below based on your understanding
1.
1. Fill in the missing words in each sentence:
A. Egg
A. The first step in an animal's life is the . (Egg) B. Larva
B. The second stage in a butterfly's life is called . (Larva)
C. Tadpole
C. A baby frog that hatches from an egg is called a . (Tadpole)
D. A grown-up animal is called an . (Adult) D. Adult
E. When animals have babies again and again, it's called .(Reproduce) E. Reproduce

2. Pick the correct letter. The diagram displays life cycles of different animals.
2. D. Grasshopper
Which animal doesn't have this life cycle?
A. Chicken adult egg
B. Dog
C. Fish
D. Grasshopper
young
Diagram 1

Instruction: Please provide the missing information to complete the animal cycle.

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Life Cycle of
Butterfly

Life Cycle of
Frog

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Life Cycle
of Chicken

Life Cycle
of Human

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B. Teacher’s Note observations

Remarks on any of the Effective Practices Problems Encountered
following areas:

strategies explored This section should capture In this part, you would
what strategies have been document any issues or
successfully employed during challenges encountered
the observed activities. It during the lesson. These
could include innovative might include difficulties in
teaching techniques, group grasping certain concepts,
work, or the use of technology distractions, or obstacles to
that improved the learning active engagement.
process.

materials used Note what teaching materials Document any problems with
or resources were particularly materials or resources that
effective in enhancing the hindered the learning
learning experience. This process. For example,
could involve textbooks, outdated textbooks, technical
multimedia presentations, or issues with digital resources,
hands-on materials or a lack of essential
materials

learner engagement/ Observe how well the Mention any instances

interaction students were engaged with where learner engagement
the lesson. Effective practices was lacking, such as
might include students disinterest, distractions, or
participating actively in difficulty in understanding
discussions, asking the subject matter
questions, or demonstrating
enthusiasm for the topic

others This section is for any Document any

notable positive practices miscellaneous issues or

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that don't fit within the problems that don't fall

categories above. It under the previous
could include classroom categories. These could
management techniques, encompass behavioral
the use of assessment problems, communication
tools, or successful challenges, or other
communication with noteworthy concerns.
students

C. Teacher’s Reflection guide or prompt can be on:

Reflection
▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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