DAILY LESSON PLAN IN SCIENCE IV

Day 1

September 24, 2018

I. Objectives:

A. Content Standard

Animals have body parts that make them adapt to land or water

B. Performance Standard

Construct a prototype model of organism that has body parts which

can survive in a given environment

C. Learning Competencies

Infer that animals have different body structures that make them
adapt to water.

Infer that body structures help animals adapt and survive in their
particular habitat.

S4LT- IIc-d-5

Infer that animals have different body structures that make them
adapt to water.

II. Content:

Lesson 20: Body Parts of Animals that Live in Water

III. Learning Resources

A. References

1. Teacher’s Guide pages: TG. Pp. 101- 103

2. Learner’s Material Pages: LM.pp. 98 - 100

3. Additional Materials: laptop, power point presentation

IV. Procedures

A. Elicit / reviewing previous lesson

Reviewing Chapter Test through Drill.

B. Engage/Establishing a purpose for the lesson

1. Motivation

Recall what the pupils have learned about animals in the previous grade by
doing the activity below.

Using the Venn diagram below, place the animals (picture cards) in their
natural environment.

Land
Water
Land

And

Water
snake goat horse frog

fish Bird chicken jellyfish

Ask:

Where do animals live?

What are the different habitats of animals?

What are the different animals that live in each habitat?

Why do you think animals live on the different habitats?

C. Explore/Presenting examples instances of the new lesson.

 - Where do animals live?

- What are the different habitats of animals?

- What are the different animals that live in each habitat?

- Why do you think animals live on the different habitats?

A. Explain/Discussing new concepts and practicing new skills

- I will divide the class into groups.

-I will show them a video of different kinds of animals.

-List down all the animals you have seen over the video. Compare their
similarities and differences in terms of movement.

- Group reporting

-Place them in the proper row below.

Animal Habitat

B. Elaborate/ Developing mastery leads to assessment

Discussion on the outcome of the activity.

C. Finding practical/applications concepts and skills in daily living.

Game:Divide the class into groups. Tell the pupils to list down as many as aquatic
animals as they can in one minute. The group with the most number of animals listed
will be declared the winner.
D. Making generalizations and abstractions about the lesson

What is the importance of letting them live in their natural habitat ?

E. Evaluating

Performance Assessment: Animal Plan/ Constructing Model

1. Work with a partner. Design and make a model of an animals

adaptations for living underwater. Use indigenous materials as possible. Explain how
these adaptations would help the animal meet its needs.

(Suggested Rubric for Scoring)

Criteria 3 2 1

Accuracy Model constructed Model constructed Model constructed

(animal) has (animal) has (animal) has
complete and incomplete but incomplete with few
correct parts correct parts correct parts
adapted to water adapted to water. adapted to water.

Resourcefulness The use of The use of The use of

indigenous indigenous indigenous
materials is very materials is partly materials is not
evident in the evident in the evident in the
model. model. model.

Creativity The model is The model is The model is

exceptionally attractive in terms acceptably
attractive in terms of design, layout, attractive through it
of design, layout, and neatness may be a bit
and neatens messy.

F. Expand/Additional activities for application or remediation

Tell the pupils to do numbers 1-4 of Lessons 21: LM Activity 1 - “How do

Animals survive on Land? “
 PREPARE BY:
CHECKED BY:

JEANE M. FLORES
CHARITO L, PAMILARA

Subject Teacher
Master Teacher I

NOTED BY:

MA. TERESA E. CARINGAL

Master Teacher II
 Daily Lesson Plan in Science IV

Day 2

September 25, 2018

I. Objectives:

A. Content Standard

Animals have body parts that make them adapt to land or water

B. Performance Standard

Construct a prototype model of organism that has body parts which ca survive
in a given environment

C. Learning Competencies

(Infer that animals have different body structures that make them adapt to land.)

Infer that body structures help animals adapt and survive in their particular habitat.

S4LT- IIc-d-5

II. Content: Lesson 21: Body parts of Animals that Live on Land

III. Learning Resources

A. References

1. Teacher’s Guide pages : TG. Pp.103 - 105

2. Learner’s Material Pages :LM. pp. 101 - 102

3. Additional Materials: charts, presentation, pictures

IV. Procedures

A. Elicit / Reviewing previous lesson

Reviewing Chapter Test through Drill

B. Engage/Establishing a purpose for the lesson

1. Motivation

Game: Minute to Win It

I will divide the class into groups. Provide each set of jumbled parts of an
aquatic animal. Give them one minute to arrange the jumbled parts to form the animal.
The group who can form the animal in one minute will be declared the winner.

What are these animals

Why can they live in water?

To which animals do you think these parts belong? Where can we

find them?

How do you think these animals survive on land?

C. Explore/Presenting examples instances of the new lesson.

Divide the class into groups.

Recall the standards in doing the activities.

Regarding to their assignments I will them 10-15minutes to do the activity.

Instruct them to answer the guide questions after the activity.

Tell the class to post their group output and be ready to report it.

D. Explain/Discussing new concepts and practicing new skills.

1. Let the pupils report their group output.

2. Tell them to explain all their observations/gathered data in class and their
answers to the guide questions.

3. Discuss the activity using the following guide questions:

a. Based on your investigation, what animals have you seen?

b. What are their body parts and their uses?

c. Would it be possible for these animals to live in other habitat? Why not?
 d. Go back to the temporary answer/hypothesis that the pupils posted on and
which are not.

4. Guide the pupils in the formulation of the concepts they have learned in the
activity.

E. Elaborate/ Developing mastery leads to assessment

What animals did you observe in the activities?

- Describe their body coverings

- What other parts do these animals have? What are their uses?Are these parts
importants?

- What have you learned?

F. Evaluating

Draw 5 animals which is adapted to land.

G. Additional activities for application or remediation

Bring pictures of different animals

PREPARED BY:
CHECKED BY:

JEANE M. FLORES
CHARITO L, PAMILARA

Subject Teacher
Master Teacher I

NOTED BY:

MA. TERESA E. CARINGAL

Master Teacher II
 DAILY LESSON PLAN IN SCIENCE IV

Day 3

September 26, 2018

Objectives:

A. Content standard

Animals have body parts that make them adapt to land or water.

B. Performance Standard

Construct a prototype model of organism that has body parts which ca survive
in a given environment.

C. Learning Competencies

( Infer animals have different body structures in getting or eating their food.)

Infer that body structures help animals adapt and survive in their particular habitat.

S4LT- IIc-d-5

II. Content: Lesson 22: Body Parts of Animals for food Getting/ Eating.

III. Learning resources

A. References

1. Teacher’s Guide pages: TG pp. 107 -108

2. Learner’s Material Pages: LM. pp. 103 -105

3. Additional Materials: charts, presentation, pictures

IV. Procedures

A. Elicit/ Reviewing a purpose for the lesson

Show the pictures of different animals then describe each.

B. Engage/ Establishing a purpose for the lesson

1. Motivation

Divide the class into groups.

 From the different pictures of animals, instruct the pupils to make their own safari.
Ask the pupils to group the pictures they’ve brought according to body coverings.

C. Explore/Presenting examples instances of the new lesson

-How did you group the animals?

- How do you think these animals get or eat their food?

D. Explain/ Discussing new concepts and practicing new skills

WHAT TO DO:

Observe the pictures of animals below.

Identify the food eaten by each animal.

Find out how they get and eat their food.

Use the chart below to record your observations.

Animal Food Body parts used for getting

and eating its food

Bird

Butterfly

Cat

Cow

Eagle

E. Discussing new concepts and practicing new skills #2

Group Report and their output..

F. Elaborate/ Developing mastery leads to assessment

What are the different body structures of animals for getting/ eating food?

Why do animals have different body parts for getting / eating food ?

Sum up the lesson by completing the sentence below:

Animals have_____ for getting / eating their food.

G. Finding practical/applications concepts and skills in daily living.

Using the video , pupils will observe what animals eat and they will record their
observation in their notebook

H. Making generalizations and abstractions about the lesson

How does the body structures important to animals?

I. Evaluating

Tell which habitat the animals with the following parts live. Write W for water and
L for land. Tell the food they eat.

1. Parrot

2. Horse

3. Duck

4. Tiger

5. Frog.

PREPARED BY:
CHECKED BY:

JEANE M. FLORES
CHARITO L, PAMILARA

Subject Teacher
Master Teacher I

NOTED BY:

MA. TERESA E. CARINGAL

Master Teacher I
 DAILY LESSON PLAN IN SCIENCE IV

Day 4
September 27, 2018

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 ca survive in
a given environment

C. Learning Competencies
Infer animals have body structures to protect themselves from their enemies..
Infer that body structures help animals adapt and survive in their particular habitat.
S4LT- IIc-d-5

II. Content Lesson 23: Body Parts of Animals for Protection

III. Learning Resources

A. References
1. Teachers Guide pages:
2. Learners Material Pages:
3. Other Learning Resource:

IV. Procedures
A. Elicit/ Reviewing a purpose for the lesson
Show different body parts of animals that used for getting/ eating their food.

B. Establishing a purpose for the Lesson

Game: Hide and Seek
“It will be the prey and Seeker will be the predator.
- as the teacher says “Go” the pupils will seek for the creature 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 of the new lesson

How did you find the activity ? Why?
-How do you think animals protect themselves from their enemies?

D. Discussing new concepts and practicing new skills #1

Pupils will do Lesson 23: LM Activity 1 in five minutes
- Group Activity : The group will do Activity 2 and Activity 3
- Give them 15 minutes to do Activity 2 and 3

E. Discussing new concepts and practicing new skills #2

Group Report and Discussion

F. Developing mastery Leads to Formative Assessment 3

How do Animals protect themselves by adaptation?

G. Finding practical applications of concepts and skills in daily living.

Fill in the dialogue balloon with the way the animal protect itself.

H. Making generalizations and abstractions about the lesson

Elaborate Remember these to emphasize the main topic .

I. Evaluating Learning
Product assessment based from their group output using rubric
Refer TG p. 111

J. Additional activities for application or remediation

Research on how animals escape from extreme weather. Then Give examples
of these animals.

PREPARED BY: CHECKED BY:

JEANE M. FLORES CHARITO L. PAMILAR
Subject Teacher Master Teacher I

NOTED BY:
MA. TERESA E. CARINGAL
Master Teacher I
 DAILY LESSON PLAN IN SCIENCE IV

Day 5
September 28, 2018

I. OBJECTIVES
A. Content Standards
Animals have body parts that make him 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 Competencies
Compare the body movements of animals in their habitat.
S4LT-IIc-d-6

II. CONTENT: Lesson 24: Animal Movements in a Particular Habitat

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
2. Learner's Material Pages
3. Other Learning Resource

IV. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson
How do you think animals protect themselves from their enemies?

B. Establishing a purpose for the new lesson

Show a video of different animals with their movements.

C. Presenting examples/instance of the new lesson

Present the poem to the class.
Refer to TG. pp. 111 - 112

D. Discussing the new concept and practicing new skill #1

1. Let the pupils watch a video of animals
2. Let the pupils do Lesson 24 LM Activity 1
3. Divide the class into groups.
4. Let the class discus their observations within the group and answer the guide
questions.

E. Discussing the new concept and practicing new skill #2

 Discussion of the group activity

F. Developing Mastery leads to assessment

They are going to make a diorama of the different animal habitats.

G. Finding the Practical Application of Concepts and Skills in daily Living

Give 5 different animals and their movement.

Animals Movements

H. Making generalizations and abstractions about the lesson

How does the body movements important to animals?

I. Evaluating Learning
Group Activity
Tell the class to have a creative group presentation of the their movements with
background music. Remind the class that the group should agree with what animal
should they present.

.I. Additional activities for application or remediation

1.Tell the pupils to do Lesson 25: LM Activity 1

PREPARED BY: CHECKED BY:

JEANE M. FLORES CHARITO L. PAMILAR
Subject Teacher Master Teacher I

NOTED BY:
MA. TERESA E. CARINGAL
Master Teacher I
 DAILY LESSON PLAN IN SCIENCE IV

Day 1
October 1, 2018

I. OBJECTIVES
A. Content Standard
The Learners demonstrate understanding of animals have body parts that
make him adapt to land or water.

B. Performance Standard
The Learners should be able to construct a prototype model of organism that
has body parts which can survive in a given Environment.

C. Learning Competencies
Make a survey of animals found in the community and their pacific habitats.
S4LT-IIc-d-7

II. CONTENT: Lesson 25: Animals Found in the Community

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages: 113-1116
2. Learner’s Material Pages: 111-112
B. Other Learning Resources: Power point presentation, activity card

IV. PRODUCERS
A. ELICIT/Reviewing previous lesson
Show different body movements of animals in their habitat.

B. ENGAGE/Establishing a purpose for the lesson

Present the concept map below.
Tell the pupils to give examples of animals for each group.
Refer to TG page 114
Ask: Why do animals live in different habitats?
Do you know what the common animals are in your community?
Inform the class that they are going to find out the common animals in their
community through a survey.

C. EXPLORE/Presenting examples instances of the new lesson.

 Tell the class to put out the results of their survey which was assigned the day
before. (Refer to Lesson 25: LM Activity 1 part A: “Animals Found in the Community
and their Habitat).
-Divide the class into groups.
-Let the class do Part B of their activity in their LM.
-Inform the class the they may present their data in different kinds og graph
-Like bar graph, pictograph or pie graph.
-Instruct them to answer the guide questions.
-Let them post their work on the board.

D. EXPLAIN/Discussing new concepts and practicing new skills

Tell the class to report their group output.
Discuss the answers to the guide questions.
A. What animals did you find in your community?
B. Based on the graph, which of the animals has the most number?
C. Which animals has the least number?
D. Where do these groups of animals live?
(Answer may vary depending on the result of their survey).

E. Discussing the new concept and practicing new skill #2

Let the class describe the different structures of animals that make them adapt
to particular habitat in the community.
Ask: What common animals are found in a farm community?
What animals are found in places near the sea?
Why do number of animals differ in different communities?
(Note: Teacher may introduce the term population referring to the total
number of animals in a particular habitat or community).
Emphasize that animals in the community depend on the habitats available in
that particular activity.
Guide the pupils in constructing the main idea or concept learned by
completing the sentence below:
Now I’ve learned that

F. ELABORATE/Developing mastery leads to assessment

Tell the pupils to bring out the data of their interview “What animals were
most common in their community 20 years ago.” (This must be assigned earlier)
Ask them to have a tabular and graphic presentation of their data.
Let the pupils compare the present data with the data 20 years ago.
Ask the pupils if the kind of animals present in their community changed and
if the number decreased or increased.
Ask the pupils what could have caused these changes.
Possible answers: Farmland is changed to industrial community.
River dry up due to throwing of garbage.
(Note: Teacher should incorporate the value of conservation of environment to this
part.)
Ask the pupils to make a poster about conserving the environment.
 Let 1 or 2 pupils present their poster.

G. EVALUATING
Understanding Assessment
Explain in a short paragraph why the kind and population of animals differ
in varied places?
Product / Performances Assessment
Poster made by the pupils may serve as an assessment.
Use Rubric for scoring.

H. EXPAND/Additional activities for application or remediation

Bring the following materials:

shoe box
clay
pictures of animals or toy animals (aquatic or terrestrial)
yarn

PREPARED BY: CHECKED BY:

JEANE M. FLORES CHARITO L. PAMILAR

Subject Teacher Master Teacher I

NOTED BY:

MA. TERESA E. CARINGAL

Master Teacher I
 DAILY LESSON PLAN IN SCIENCE IV

Day 2
October 2, 2018

I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of animals have body parts that make
him adapt to land or water.

B. Performance Standard
The learners should be able to construct a prototype model of organism that has
body parts which can survive in a given Environment.

C. Learning Competencies
Identify the characteristics of the aquatic plants.
Choose which animals to raise in a particular habitat:
S4LT-IIc-d-8

II. CONTENT: Live on land or in water

Lesson 26: Raising Animals in a Particular Habitat

III. LEARNING RESOURCES

B. References
1. Teacher’s Guide Pages: 116-118
2. Learner’s Material Pages: 113-115
B. Other Learning Resources: LED TV, Power point presentation, picture of a forest
with ten animals, toy animals, chart

IV. PRODUCERS
A. ELICIT/Reviewing previous lesson
-picture of a forest with 7 terrestrial animals and 3 aquatic animals
-chart of exercises for evaluation
-pictures of animals or toy animals
-materials in LM for making diorama

B. ENGAGE/Establishing a purpose for the lesson

 1. Present a picture of a forest with ten animals.
(Note: Picture should have three animals that are not adapted to a forest
habitat).
2. Tell the pupils to spot the error or the animals that do not belong to the group.
Let them circle these animals.
3. Ask: Why don’t these animals belong to the forest?
Why is it important to know which animals are adapted to a given habitat?
(Note: Teacher will lead the answers of the pupils to its importance in raising
animals.)

C. EXPLORE/Presenting examples instances of the new lesson:

1. Divide the class into groups.

2. Recall the standards for doing the activity.
Let the pupils do the Lesson 26: LM Activity 1: “What animals are adapted to a
particular habitat?”
3. Guide the pupils in describing the habitat as to its climate and the food available on
it.
4. Have the pupils prepare their group output. Give them 15 minutes to do the activity.
5. Ask them to answer the guide questions.
6. Tell the group to post their work on the board and be ready to explain it.

D. EXPLAIN/Discussing new concepts and practicing new skills

1. Call one representative from each group to present and explain their output.
2. Compare and check the answer of the pupils to the guide questions.
a. What are the habitats of animals? Describe each.
b. What are the characteristics of animals adapted to each habitat?
c. What are the animals you choose to raise for each habitat?
(Note: Pupils may have varied answer.)
d. What are your bases for choosing? Why?
3. Relate this activity to the common animals found and raised in ther community like
piggery, poultry, or fishery.
Ask: Why is it common in your community?
What animal habitat is present in your community?
Is it proper to remove these animals from their natural habitat? Why not?
(Teacher may inculcate the value of preserving our endangered species.)
Allow them to arrive at a generalization by asking:
If you were to raise animals, what would they be and why?

E. ELABORATE/Developing mastery leads to assessment

1. Tell the pupils to bring out the assigned materials to them.
2. Inform them that they are going to make a diorama of the different animal habitats.
3. Choose animals that may be placed in that habitat. They may be pictures of
animals or toy animals.
4. Encourage the pupils to be creative.
5. Give them 15 minutes to do this.

F. EVALUATING
Group the animals below as to which habitat they may be raised.
chicken cow milkfish carabao
dog cat dove swan
tilapia horse pig rabbit

Land Water Land and Water

G. EXPAND/Additional activities for application or remediation

Tell the pupils to finish their diorama at home.

PREPARED BY: CHECKED BY:

JEANE M. FLORES CHARITO L. PAMILAR

Subject Teacher Master Teacher I

NOTED BY:

MA. TERESA E. CARINGAL

Master Teacher I
 DAILY LESSON PLAN IN SCIENCE IV

Day 3
October 3, 2018

I. OBJECTIVES
A. Content Standard:
The learners demonstrate understanding of plants have body parts that make
them adapt to land or water.

B. Performance Standard:
The learners should be able to construct a prototype model of organism that has
body parts which can survive in a given Environment.

C. Learning Competencies:
Identify the characteristics of terrestrial plants
Identify the specialized structures of terrestrial and aquatic plant.
S4LT-IIe-f-9

II. CONTENT: Chapter 3: Plants

Lesson 27: Terrestrial Plants

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages: 121-124
2. Teacher’s Material pages:116-117
B. Other Learning Resources: potted plants, pictures of land plants, power point
presentation

\IV. PRODUCERS
A. ELICIT/Reviewing previous lesson
Show them a picture of a plants.

B. ENGAGE/Establishing a purpose for the lesson

1. Say: “We just studied about different kinds of animals living in land and water.
Do we find plants growing in land and water too?”
2. Take the pupils around the school grounds and make them list/name and draw
plants they see. One plant per pupil is enough. If you have a pond or an aquarium,
take them there as well and ask them to draw one plant.
3. Elicit their answers or gather their drawings. Consolidate or group the
names/drawings into those that grow on land and those that grow on water.
4. Prepare a table on a manila paper similar to the one given below.
5. Ask the pupils to write their answer on the manila paper.

Data Table on Places where Plants Grow

Plants ,that grow on land Plants that grow in water

C. EXPLORATION/Presenting examples instances of the new lesson.

1. Inform pupils that they will do an activity in a place assigned to them.
2. Remind pupils to observe proper behavior as they perform individual and group
tasks.
3. Ask the pupils to do Lesson 27: LM Activity 1: “What is it?” (This should be copied
in their Science Notebook).
4. After all have finished the activity, ask pupils to go back to their classroom.

D. EXPLAIN/Discussing new concepts and practicing new skills

1. Ask a group member to present the group’s results and answer the guide
questions.
- What is common to all plants?
- Do the plants have the same stem?
- Do the plants have the same leaves?
- What new things have you learned about the plants?
- Do these plants grow old on land?
- But some grow on water as shown in the table.
2. Lead the class to state this:
We call plants that grow on soil terrestrial plants and those that grow on
water aquatic plants.
Some terrestrial plants are small, others are big. There are plants with big
trunks while others have soft stem. Terrestrial plants grow in different places. There
are plants that grow directly on soil while others grow on rocks.
Aquatic plants live within watery environments. In the ecosystem, aquatic plants
serve as food and habitat for animals living in the sea and prevent shorelines, ponds,
and lakes from eroding by providing soil stability.
E. ELABORATE/Developing mastery leads to assessment
1. Say:
They have parts in common but certain structures enable plants to function under
certain conditions.
2. Let the pupils state the commonalities and differences and the inferred functions.
Pupils should be allowed to infer the functions of the specialized structures and
confirm pupils’ answers against scientific viewpoints.
Say:
Plants living in different places are exposed to varied conditions however; their
structure are suited to particular needs. For example, forest plants tend to grow tall
and sturdy.
Shapes and sizes of the leaves are also important for survival. Plants like bananas
produce big, broad leaves to efficiently trap more energy.
Plants with waxy leaves help to protect themselves from dehydration as a result
of too much exposure to the sunlight.
Some plants have also developed structures to store water especially in the
desert. Cactus is the best examples of desert plant.
Roots of the plants adapt themselves too to their habitat. They differ in sizes and
shapes too. These characteristics are determined by their functions.

E. EVALUATING
List down all the common names of the plants actually selected by the pupils
during the activity. Let them group them as to terrestrial or aquatic.

F. EXPLAND/Additional activities for application or remediation

List other terrestrial plants that can be found at home.

PREPARED BY: CHECKED BY:

JEANE M. FLORES CHARITO L. PAMILAR

Subject Teacher Master Teacher I

NOTED BY:

MA. TERESA E. CARINGAL

Master Teacher I
 Detailed Lesson Plan in Science IV

Day 4
October 4, 2018

I. OBJECTIVES:
A. Content Standard:
The learners demonstrate understanding of plants have body parts that make
them adapt to land or water

B. Performance Standard:
The learners should be able to construct a prototype model of organism that has
body parts which can survive in a given Environment.

C. Learning Competencies:
Identify the characteristics of the aquatic plants.
Identify the specialized structures of terrestrial and aquatic plants.
S4LT-IIe-f-9

II. CONTENT: Live on land or in water

Lesson 28: Aquatic Plants

III. LEARNING RESOURCES

A. References
1. Teacher’s Material pages: 124-127
2. Learner’s Material pages: 119-120
B. Other Learning Resources : science notebook,
pond/swamp,camera,construction paper, coloring materials, power point presentation,
live water plants available in the community

IV. PRODUCERS
A. ELICIT/Reviewing previous lesson
Checking of the assignments

B. ENGAGE/Establishing a purpose for the lesson.

1. Motivation:
Say: We will take a closer look at water plants today
State the mechanics of the game entitled “ Oh my Plants!”
- Two pupils will stand at the back of the room while the teachers is in front facing the
pupils.
- Teacher flashes pictures of terrestrial plants.
- Whoever name the plant correctly, shall step forward
- A child who reaches the finish line wins the game.

C. EXPLORE/Presenting examples instances of the new lesson.

A. Field Trip
1. In preparation for going outside, teacher leads discussion about appropriate
behaviors and safety precautions.
a. Personal safety
b. Safety of others
c. Care and respect for the environment
2. Check the parent’s permit for student’s outdoor activity.
3. Bring pupils to the nearest pond in the community.
4. Instruct them to go to the pond in pairs.
5. Guide pupils on observation strategies:
a. Defining an area to explore
b. Identifying what to look for the tool that can be used.
6. Tell pupils to start their investigation on the plants found living water.
Guide them to observe the appearance, body parts, and the habitat of the
plants. They can even bring cameras with them and take photos of the plants they
saw.
7. Throughout the field observation, observe and gives specific feedback relevant
to what the pupils are expected to do.
8. When the pupils are finished, tell them to leave the area without picking any
specie or live plants.
9. Return to the classroom.

D. EXPLAIN/Discussing new concepts and practicing new skills

1. Upon returning to the classroom, ask pupils to share their observations and
insights. Ask a group member to report the group results.
2. Discuss and answer the guide questions:
a. What plants did you observe?
b. What are its parts?
c. What are the parts common to the plants?
d. What can you say about the characteristics of aquatic plants that you have
observed?
e. What are the similarities in characteristics between terrestrials and aquatic
plants?
f. What new things have you learned today?
3. Guide the pupils in constructing the main idea or concept of the lesson by
asking these questions:
a. What are Aquatic plants?
b. What are the similarities in characteristics between terrestrial and aquatic
plants?
 E. ELABORATE/Developing mastery leads to assessment

1. Using 1
4 illustration board ask students to create a large poster of the plants

they saw. If a camera was used to documents the plants, photographs may be
provided as additional visual information. Children will use their science notebook
drawings and notes, adding labels and details of color shape, size and texture.
2. Encourage pupils to make predictions about about might be found in a different
aquatic environment. For example, if the class went and observed at the pond, have
them think about what might be found in a river. In the sea.
3. Organize a Gallery Walk pupils can display information, artwork, and photo exhibits
from their lessons. Invite parents, other teachers, and other classes to come, view,
and listen.
4. Let them choose a reporter at every station to discuss and share information on
how they conduced their investigation.

F. EVALUATION
Performance assessment:
Look at the pupils’ work use a rubric to determined if they have included the
important information such as name of the plants, its habitat, and its appearance. The
pupils can also be evaluated on how they performed during the Gallery Walk
presentation.

G. EXPLAND/Additional activities for application or remediation

Assignment:
Group the pupils into three and assign them to bring the following plants for the
next activity:
Group 1: potted calamansi and rose plants
Group 2: potted euphorbia and bougainvillea plants
Group 3: potted oregano and lipang aso (stinging needle) plants
Teacher will bring water lily, lotus, and hyacinth.

PREPARED BY: CHECKED BY:

JEANE M. FLORES CHARITO L. PAMILAR

Subject Teacher Master Teacher I

NOTED BY:

MA. TERESA E. CARINGAL

Master Teacher I
Directions: Read the following questions carefully. Choose the letter of the correct
answer.

1. A habitat is a

A. Shopping mall

B. Place where animals live

C. Noise that animals make

2. Camels live in the

A. Desert
B. Rainforest

C. Ocean

3. Polar Bears have thick fur to

A. Survive in the heat

B. Keep warm in the cold

C. Store food

4. Fish can NOT survive

A. In the water

B. Outside of the water

C. If they are cold

5. A living things home is called a

A. Habitat

B. Environment

C. Ecosystem