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- 1. GRADES 1 to 12 DAILY LESSON LOG School: FRANCISCO ORINGO SR ELEM SCHOOL Grade Level: IV Teacher: PRECILLA U HALAGO Learning Area: SCIENCE Teaching Dates and Time: JANUARY 9-13, 2023 (WEEK 8) Quarter: 2ND QUARTER I. OBJECTIVES Interpret data on the effect of environmental factors on plant growth. Choose which plant could grow in a particular habitat. a. Identify and examine the parts of a seed b. Distinguish monocot and dicot as to its structures. a.Compare the characteristics of different plant seeds b. Compare the growth process of monocot seeds to a dicot seed. a. Distinguish the factors that affect seed germination and growth b. Analyze and interpret data gathered c. Exercise investigative approach in problem solving A. Content Standards The learners demonstrate understanding of plants have body parts that make them adapt to land or water. The learners demonstrate understanding of plants have body parts that make them adapt to land or water. The learners demonstrate understanding of plants have body parts that make them adapt to land or water. The learners demonstrate understanding of plants have body parts that make them adapt to land or water. The learners demonstrate understanding of plants have body parts that make them adapt to land or water. B. Performance Standards The learners should be able to construct a prototype model of organism that has body parts which can survive in a given environment. The learners should be able to construct a prototype model of organism that has body parts which can survive in a given environment. The learners should be able to construct a prototype model of organism that has body parts which can survive in a given environment. The learners should be able to construct a prototype model of organism that has body parts which can survive in a given environment. The learners should be able to construct a prototype model of organism that has body parts which can survive in a given environment. The learners should be able to conduct investigation on the specialized structures of plants given varying environmental conditions: light, water, temperature, and soil type. S4LT-IIe-f-10 The learner should be able to choose which plants grow in a particlar habitat. S4LT-IIe-f-12 The learners should be able to conduct investigation on the specialized structures of plants given varying environmental conditions: light, water, temperature, and soil type. S4LT-IIe-f-10 The learners should be able to conduct investigation on the specialized structures of plants given varying environmental conditions: light, water, temperature, and soil type. S4LT-IIe-f-10 The learners should be able to conduct investigation on the specialized structures of plants given varying environmental conditions: light, water, temperature, and soil type. S4LT-IIe-f-10 C. Learning Competencies/Objectives MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
- 2. II. CONTENT Plants Live in Land or in Water Plants Live in Land or in Water Plants Live in Land or in Water Plants Live in Land or in Water Plants Live in Land or in Water III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 131-137 138-139 143-149 150-154 154-159 2. Learner's Materials pages 123-124 124-25 126-127 128-130 131-134 3. Textbook pages 4. Additional Materials from Learning Resource (LR)portal B. Other Learning Resources IV. PROCEDURES On the space below the Tell whether the following is a A. Reviewing previous lesson or Sing a science song Ask each pupil to present their drawing put a check if the plant Identify the parts of the seed monocot or a dicot. Write M if presenting the new lesson "Jack in Jill" assignment. Allow them to tell put a check if the plant is see TG p. 150 monocot. D if dicot. see TG p. 131 something. aquatic and x if terrestial ( see TG p. 143) see TG p. 155 Asking questions about the song. Post three posters on the board What specialized structures do the plants have? Name some particular What are the three basic parts of a seed? How about the parts of the Have you experienced planting B. Establishing a purpose for the lesson see TG p. 132 labelled as aquatic, terrestial plants that grow in our school plant embryo? or seen others planting? and aerial. surroundings/in your barangay. see TG p. 155 It is good that you still remember Ask a volunteer to identify where Post a picture on the board. Using the FISH BONE DIAGRAM, C. Presenting examples/instances of the different science processes in their favorite plant grow. Ask them Have you heard the fairytale story of When do we say that a seed or list down factors that plants
- 3. the new lesson conducting an experiment. to explain why they prefer to put Jack and the Beanstalk? seedling is a monocot or dicot? need for growth see TG p. 132 the plants in such habitat. see TG p. 144 see TG p. 155 Listening the story about Exploration Exploration D. Discussing new concepts and practi- States the mechanics of the Activity 1 "Jack and the Beanstalk" Group Activity Group Activity cing new skills #1 activity. see LM p. 124-125 Talk about the story. see TG p. 151 see TG p. 155-157 see TG p. 132 see TG p. 144-145 see LM p. 128-129 see LM p. 131--133 Group activity Exploration (Activities/Investigation, E. Discussing new concepts and practicing new skills #2 Exploration Group Reporting Process Skills Group Reporting Group Reporting see TG p. 132-133 Explanation see TG p. 145/see LM p. 126 Explanation see LM p. 123-124 see TG p. 138 Let the pupils report their findings see TG p. 152?LM p. 120 F. Developing mastery Explanation Extension Explanation/Discussion After germination, which seedlings Explanation (Leads to Formative Assessment 3) see TG p. 133-134 see TG p. 139 see TG p. 146-147 or germinated seeds are monocot or dicot? see TG p. 156 see LM p. 134 G. Finding practical applications of concepts and skills in daily living Elaboration see TG p. 134-135 Give the parts of a seed and describe each. see TG p. 147/see LM p. 127 Extension. Elaboration see TG p. 153-154 Extension/Elaboration see TG p. 157-158 H. Making generalizations and abstractions about the lesson How will the different factors Why it is important to know the When do we say that a seed or seedling is a monocot or dicot? What does this activity tells us? Guide the pupils in constructing of the environment affect plant growth? plant habitat? States the part of embryo and its function. see TG p. 147-149 see LM p. 130 the key idea or concept learned in this lesson. I. Evaluating learning see TG p. 136 see TG p. 139 see TG p. 149 see TG p. 154 see TG p. 158 J. Additional activities for application or remediation Construct any of these simple experiments at home. see TG p. 136-137 Make a journal of what you have learned for today. see TG p. 149 Make a journal of what you have learned for today. see TG p. 154 Make a journal of what you have learned for today. see TG p. 159 V.REMARKS VI.REFLECTION
- 4. A..No. of learners who earned 80% in the evaluation ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who above B..No. of learners who require additional activities for remediation who scored below 80% ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who additional activities fo C…Did the remedial lessons work? No. of learners who have caught up with the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who lesson D..No. of learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who require remediation E..Which of my teaching strategies worked well? Why did these work? Strategies used that work well: ___ Group collaboration ___ Games ___ Power Point Presentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power Point Presentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power Point Presentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power Point Presentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that w ___ Group collaborat ___ Games ___ Power Point Pres ___ Answering prelim activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share ___ Rereading of Par Poems/Stories ___ Differentiated Ins ___ Role Playing/Dra ___ Discovery Metho ___ Lecture Method ___ Complete IMs ___ Availability of Ma ___ Pupils’ eagerness ___ Group member’s Cooperation in doing F..What difficulties did I encounter which my principal or supervisor can help me solve? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack of Interest of pupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack of Interest of pupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack of Interest of pupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack of Interest of pupils __ Bullying among pu __ Pupils’ behavior/a __ Colorful IMs __ Unavailable Techn Equipment (AVR/L __ Science/ Compute Internet Lab __ Additional Clerical __Reading Readiness __Lack of Interest of G..What innovation or localized materials did I use/discover which I wish to share with other teachers? Planned Innovations: __ Localized Videos __ Making use big books from views of the locality Planned Innovations: __ Localized Videos __ Making use big books from views of the locality Planned Innovations: __ Localized Videos __ Making use big books from views of the locality Planned Innovations: __ Localized Videos __ Making use big books from views of the locality Planned Innovations: __ Localized Videos __ Making use big bo views of the localit
- 5. __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures __ Recycling of plasti as Instructional Mate __ local poetical com __Fashcards __Pictures