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