]MATATAG School Libis Baesa Elementary School Grade 4

Kto10 Teacher KAREN G. GASPAR Subject SCIENCE

Daily Lesson Date and October 21, 2024 Quarter: 2ND
Log Time

Quarter 2 DAY 1

A. Content Animals and plants live in habitats that meet their basic needs.
Standards
B. Performance By the end of the Quarter, learners identify that plants and
Standards animals have systems whose function is to keep them 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 a drawing or diagram to classify some Philippine
Competencies animals and plants, based on their habitat: some live on land
and Objectives (terrestrial), live in water (aquatic) or fly in the air (aerial).
D. Learning Classify some Philippine Animals and Plants, based on their habitat
Objectives
E. Instructional
Design framework
feature (s)

F. 21st Century Skills

II. CONTENT Plants and animals and their habitats

a. Terrestrial Habitat
b. Aquatic Habitat, and Aerial Habitat
III. LEARNING RESOURCES

A. References
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper
Activating Prior Begin by discussing with the students that every living organism has basic
Knowledge needs such as food, water, air, sunlight, soil, clothing, and shelter to
protect them from dangers and for survival in their specific location or
environment
Lesson Begin by describing to learners that the day’s lesson will be about
Purpose/Intention classifying and/or categorizing different organisms based on places
where they live.

You may spark learners’ interest about the topic by asking the
following questions:

 What are your favorite animals? What is the most

amazing plant you know?
 Where do they live? Where can you find them?
 Why do they live there? Why does that plant grow in that area?
 Will that animal be able to live in some other area or location?
Will that plant grow in some other area or location?
 How can we group the animals and plants you all mentioned
based on where they live?
 Why do we need to classify plants and animals based on
the place where they live?
Lesson Language
Practice
During Lesson Proper
Reading the Key  Why is it important for scientists and environmentalists
Idea/Stem to understand and classify different types of habitats?
 How might knowledge of these habitat-related terms
help us protect and conserve ecosystems and the species
that live in them?
Developing  Divide the students into small groups.
Understanding of the  Distribute the pictures of animals listed in the table
Key Idea/Stem below.
Ensure that each student receives one picture.

Deepening Create a chart on the board or a large sheet of paper with three
Understanding of the columns: "Land," "Water," and "Air."
Key Idea/Stem
LAND AIR WATER

Post/ After Lesson Proper

Making Generalizations  Explain that the students need to decide whether the
and Abstractions at animal in their picture lives on land, in the water, or
in the air.
 Have each group discuss their choices and reasons for
categorizing the plants and animals as they did.
Summarize the activity by reviewing the chart and discussing the
distribution of animals in different habitats. Emphasize that
understanding where organisms live helps us learn more about
their adaptations and survival needs. Highlight any common
features or adaptations discussed during the activity.
Evaluating Learning Name the habitat of the following animals. Tell wether it is from land, water
or air.

1. Dolphin 4. Eagle
2. Cow 5. Pig
3. shrimp
Additional Activities for
Application or
Remediation (if
applicable)
Remarks

Reflection

Prepared by: Noted:

KAREN G. GASPAR MARIA IDEL C. MALAY

Teacher Principal
 MATATAG Kto10 School Libis Baesa Elementary School Grade 4
Daily Lesson Log Teacher KAREN G. GASPAR Subject SCIENCE

Date and October 22, 2024 Quarter: 2ND

Time

Quarter 2 DAY 2

A. Content Animals and plants live in habitats that meet their basic needs.
Standards

B. Performance By the end of the Quarter, learners identify that plants and
Standards animals have systems whose function is to keep them 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 a drawing or diagram to classify some Philippine

Competencies animals and plants, based on their habitat: some live on land
and Objectives (terrestrial), live in water (aquatic) or fly in the air (aerial).

D. Learning Classify some Philippine Animals and Plants, based on their habitat

Objectives

E. Instructional
Design framework
feature (s)

F. 21st Century Skills

II. CONTENT Plants and animals and their habitats.

a. Terrestrial Habitat
Aquatic Habitat, and Aerial Habitat

III. LEARNING RESOURCES

G. References

H. Other Learning
Resources

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Activating Prior Ask the questions:

Knowledge What is a habitat?

Were all animals live in the same habitat? Why?

Lesson Purpose/Intention Show the video to pupils

 Lesson Language Practice Ask questions about the video watched.

During Lesson Proper

Reading the Key Habitat is the natural home of animals. These is were they get their own
Idea/Stem food, shelter and how they adapt to its surroundings.

Developing Show pictures of group of animals. Let the pupils identify how do the animals
Understanding of the Key differ from each other
Idea/Stem

Deepening Animals have different habitats. There are terrestrial habitats,

Understanding of the Key aquatic and aerial habitats. They also differ in the way of living,
Idea/Stem food and needs.

Post/ After Lesson Proper

Making Generalizations Ask common features or adaptations of animals to their habitats.

and Abstractions at

Evaluating Learning Name the habitat of the following animals. Tell wether it is from land, water
or air.
1. butterfly 4. octopus
2. goat 5. cow
3. shrimp
Additional Activities for
Application or
Remediation (if
applicable)

Remarks

Reflection

Prepared by: Noted:

KAREN G. GASPAR MARIA IDEL C. MALAY

Teacher Principal
 MATATAG School Libis Baesa Elementary School Grade 4
Kto10 Teacher KAREN G. GASPAR Subject SCIENCE
Daily Lesson Date and October 23, 2024 Quarter: 2ND
Log Time

Quarter 2 DAY 3

A. Content Animals and plants live in habitats that meet their basic needs.
Standards
B. Performance By the end of the Quarter, learners identify that plants and
Standards animals have systems whose function is to keep them 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.
The learners use a drawing or diagram to classify some Philippine
C. Learning animals and plants, based on their habitat: some live on land
Competencies (terrestrial), live in water (aquatic) or fly in the air (aerial).
and Objectives
D. Learning Classify some Philippine Animals and Plants, based on their habitat
Objectives
E. Instructional
Design framework
feature (s)

F. 21st Century Skills

II. CONTENT Plants and animals and their habitats

Terrestrial Habitat, Aquatic Habitat, and Aerial Habitat
III. LEARNING RESOURCES

C. References
D. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper
Activating Prior Knowledge Review past lesson

Lesson
Purpose/Intention

Lesson Language
Unlocking Content Area Vocabulary
Practice
 Provide students with a list of related words such as
“home”, “abode”, “territory”, “locale”, “environment”,
“ecosystem”, “terrain” , “surroundings”, and “vicinity”.
 Encourage the students to find and write down
simplified explanations or synonyms for these words.
Write the terms: "Habitat," "Terrestrial," "Aquatic," "Aerial" and
provide the definitions of these terms in scrambled order (mixed-
 up).
During Lesson Proper

Reading the Key The physical space where an organism lives is called its habitat. An
Idea/Stem organism can only live in a habitat where its basic needs are met. It
includes sunlight, air, water, food, and ideal temperature.

Developing Guide students to perform Activity 1: Habitat Hunt and Animal Match in
the Worksheet to help them understand the concept of terrestrial habitats
Understanding of the and their characteristics by exploring different plant and animal species
Key Idea/Stem found in these habitats.

Divide the class into small groups of 4-5 students each. Assign each group
one of the terrestrial habitats (forests, grasslands, deserts, or mountains).

Deepening
 "What patterns or characteristics did you notice among
Understanding of the
terrestrial plants and animals?"
Key Idea/Stem
 "Can you identify any specific adaptations that help these
organisms live on land?"
 "Why do you think terrestrial habitats are important for
these plants and animals?"
 Why is it important to study and understand terrestrial
habitats?
 How can we identify whether a plant or animal lives in a
terrestrial habitat or not?
 What are some common characteristics or features that
terrestrial plants and animals might have in order to
survive on land?
 Can you name any specific adaptations that help certain
organisms thrive in terrestrial habitats?
 As you sort the pictures, what criteria or observations
are you using to determine if an organism is terrestrial?
 Are there any surprises or interesting discoveries you've
made while classifying the pictures?
How do terrestrial habitats benefit the overall ecosystem and
biodiversity?

Post/ After Lesson Proper

Making Generalizations What are aquatic plants? What are terrestrial plants?
and Abstractions at
Evaluating Learning Identify wether the plants are aquatic or terrestrial plants

Additional Activities for

Application or
Remediation (if
applicable)
Remarks

Reflection

Prepared by: Noted:

KAREN G. GASPAR MARIA IDEL C. MALAY

 Teacher Principal

MATATAG Kto10 School Libis Baesa Elementary School Grade 4

Daily Lesson Log Teacher KAREN G. GASPAR Subject SCIENCE

Date and October 24, 2024 Quarter: 2ND

Time

Quarter 2 DAY 4

A. Content Animals and plants live in habitats that meet their basic needs.
Standards

B. Performance By the end of the Quarter, learners identify that plants and
Standards animals have systems whose function is to keep them 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 a drawing or diagram to classify some Philippine

Competencies animals and plants, based on their habitat: some live on land
and Objectives (terrestrial), live in water (aquatic) or fly in the air (aerial).

D. Learning Classify some Philippine Animals and Plants, based on their habitat

Objectives

E. Instructional
Design framework
feature (s)

F. 21st Century Skills

II. CONTENT Plants and animals and their habitats.

Terrestrial Habitat, Aquatic Habitat, and Aerial Habitat
III. LEARNING RESOURCES

G. References

H. Other Learning
Resources

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Activating Prior Review the past lesson

Knowledge

Lesson Purpose/Intention
What are the basic needs for survival of all living
organisms?
 Why is it important to understand where different
plants and animals find their survival needs?
 Can you give examples of living organisms and
their specific survival needs?
How do these needs vary among different plants and animals in
 different places?

Lesson Language Practice

During Lesson Proper

Reading the Key  Begin by discussing the concept of aquatic habitats,

Idea/Stem highlighting the two main types: freshwater and marine.
Explain that students will participate in a fun scavenger
hunt to explore these habitats and understand the
characteristics and subtypes of aquatic habitats.
 Distribute the aquatic habitat pictures to students, one per
student or pair. These pictures should represent different
aquatic habitats and their subtypes. Each picture should be
labeled with a number.
Provide students with a scavenger hunt checklist that includes
the following tasks: Task 1: Identify whether your picture
represents a freshwater or marine habitat.

Developing Task 2: If it's freshwater, determine if it's a river, lake,

Understanding of the Key wetland, or spring/oasis. If it's marine, identify if it's an
Idea/Stem ocean, coral reef, estuary, open ocean, or intertidal zone.
Task 3: Based on your habitat type and subtype, draw or
write down three different animals or plants that you think
could live there.
 Gather the students and have a group discussion. Each
student or pair presents their classification, sharing the
type of habitat they identified and the animals or plants
they think inhabit it. As a class, discuss the differences and
unique features of the various aquatic habitats.
 Summarize the key points about aquatic habitats and their
subtypes. Emphasize the diversity of life in these habitats.
Conclude by highlighting the importance of protecting and
preserving these unique environments.

Deepening the oceans, seas, and marine resources for sustainable

Understanding of the Key development. Understanding marine habitats is crucial for this
Idea/Stem SDG.
SDG 6: Clean Water and Sanitation: Freshwater habitats are
essential for clean water sources. Protecting and conserving
these habitats is crucial for ensuring clean and safe water for
all.
By learning about and caring for aquatic habitats, we can help
create a better, more sustainable world for everyone.
Post/ After Lesson Proper
Making Generalizations Learners’ Takeaways
and Abstractions at Encourage students to actively participate in completing the
concept map by providing guiding questions that lead to the
desired answers. This will help them engage more effectively
with the material and construct a comprehensive concept map.
 Concept Map for Habitat

PLANTS and ANIMALS

Habitats

Land Water
Habitats Habitats

Fresh Water Salt water

Tundra
Habitat Habitat

Forest Pond Ocean

Grassland Lake Sea

Desert Stream

Evaluating Learning 1. Formative Assessment

Multiple-Choice Questions: Choose the letter of the correct answer.
1. What type of habitat do plants and animals living in the ocean belong to?
(a) Terrestrial (b) Aquatic (c) Aerial (d) Arboreal
2. Which habitat includes forests, grasslands, and deserts?
(a) Aquatic (b) Aerial (c) Terrestrial (d) Subterranean
3. Where can you typically find a penguin?
(a) In the air (b) In the trees (c) In the ocean (d) In a desert
4. Which of the following animals is best suited for a terrestrial habitat?
(a) Dolphin (b) Kangaroo (c) Penguin (d) Seagull
5. What type of habitat would you associate with a butterfly?
(a) Terrestrial (b) Aquatic (c) Aerial (d) Arboreal
Additional Activities for
Application or
Remediation (if
applicable)

Remarks

Reflection

Prepared by: Noted:

KAREN G. GASPAR MARIA IDEL C. MALAY

Teacher Principal