Lesson Plans in Science.docx

SEMI-DETAILED LESSON PLAN IN SCIENCE IV (SECOND QUARTER)
I- OBJECTIVE
Identify the body movements of the animals in their habitat
II- SUBJECT MATTER
Identifying the body movements of animals in their habitat
“Animal Movements”
References:
Science Teacher’s Guide pages 111-113
Science Learner’s Material pages 109-110
Lesson Plan in Science IV pages 148-155
Most Essential Learning Competencies (MELC) Quarter 2, week 2 (S4LT-lla-b-4)
Materials: Teaching Charts, pictures of animals, multi-media presentation, graphic organizer, Meta cards
Process Skills: Observing, Identifying
Subject Integration: EsP, English (Reading),MAPEH
III- PROCEDURE
A. Review
How do animals get/eat their food?
B. Unlocking of Difficulties
Habitat- where an animals live (home).
C. Motivation
Present a video clip and the pupils will identify the body movements of each animal found in the video.
D. Lesson Proper
Habitat- is an ecological or environmental area that is inhabited by a particular species of animal, plant, or other type of organism.
 Animals move differently depending on their habitat and their body structures.
 Animals that live on land move in different ways. Some walk, hop and jump. Others fly and crawl.
 Most animals that live in water swim. But some aquatic animals have legs too for walking e.g. crustaceans-shrimp, prawns, crabs.
 Animals that can live both in water and land can either walk, hop, jump, or swim.
E. Group Activity
Group the class in three groups. Let the pupils choose their leader to present their output.
Present the Rubrics.

Group 1
Identify the body movements of animals in the poem entitled “I can be Any Animal”. List down all the animals and their movement on meta cards
and post it in the graphic organizer.
“I can be any Animal”
I can hop like a rabbit
I can jump like a frog
I can waddle like a duck
I can run like a dog
I can fly like a bird
I can swim like a fish
I can be any animal that I wish.
Group 2
Group the following animals according to their habitat.
tilapia jellyfish cat
carabao pig starfish
frog turtle

Group 3
Identify the body movement of each animal given.
1.
(Horse)
2.
(Shark)
3.
(Butterfly)
4.
(Spider)
5.
(Grasshopper)
IV- GENERALIZATION
The teacher will ask question regarding on the topic.
How do animals move in their habitat?
What are the ways in taking care of animals?
Application
Give the body movement and habitat of each animal presented.
V- EVALUATION
Identify the animals with their body movement. Match column A to column B.
COLUMN A COLUMN B
1. a. crawl
2. b. run/walk

3.
c. hop
4. d. swim
5. e. fly
VI- ASSIGNMENT
Give at least 5 examples of animals and identify their body movement and their habitat.
Prepared by: Recommending Approval:
TRISHEA AMOR B. MARIANO JESUSA S. MAGBUTONG
Teacher-II Master Teacher-I
Approved:
JOSELITO B. BLAS
School Principal-IV

SEMI-DETAILED LESSON PLAN IN SCIENCE IV
Prepared by: TRISHEA AMOR B. MARIANO, T-II
I- OBJECTIVE
Identify the different stages of the life cycle of some animals undergoing complete metamorphosis.
II- SUBJECT MATTER
A. Topic: Life Cycle of Selected Animals: Complete Metamorphosis
B. Materials: charts, pictures, graphic organizer, Multi- media presentation
C. References: Science Teacher’s Guide, pages 159-165
Science Learner’s Material, pages 135-138
Most Essential Learning Competencies (MELC) Quarter 2, week 4 (S4LT-lig-h-13)
D. Process Skills: Observing, Analyzing
E. Values Integration: Appreciation of living things
III- PROCEDURE
A. ENGAGEMENT
 Review previous lesson on Seed Germination
 Give an Individual Activity
 Ask: What factors affect seed germination and growth of seedlings?
 Present a video for motivation
B. EXPLORATION
Activity #1- Is It Complete Metamorphosis?
 Group pupils into three.
 Arrange the cut outs showing the correct stages of development.
 Paste the cut outs in the data table.
 Let the pupils discuss their work.
C. EXPLANATION
 Present a video presentation
 Ask the following questions:
What is the first stage of life cycle of complete metamorphosis?
What is the second stage, the third stage and the final stage in the life cycle of the butterfly, mosquito and fly?
 Explain the lesson

D. ELABORATION
 Group Activity
Group pupils into three groups.
Instruct the group leader to pick one envelop and sequence the pictures properly on the graphic organizer showing the correct stages of development
and write the name of each stage. (Life Cycle of a Dragonfly, Beetle, and Lady Bug)
Have the pupils post their work on the board and the group leader will present their output in front of the class.
IV- GENERALIZATION
Enumerate the stages of a complete metamorphosis.
When do we say that a certain life cycle is a complete metamorphosis?
Are butterflies important or harmful? Why?
Are mosquitoes and flies important or harmful? Why?
How can we prevent mosquitoes and flies from breeding?
V- EVALUATION
Identify the different stages of the life cycle of Spider through a graphic organizer.
VI- ASSIGNMENT
Search for some pictures of animals that undergo Complete Metamorphosis in their life cycle and paste it in a long coupon bond.
Noted by: Prepared by:
MARIA G. BITOY TRISHEA AMOR B. MARIANO
MT-II T-II

RUBRICS IN GROUP ACTIVITY
CRITERIA OUTSTANDING
(5 POINTS)
VERY SATISFACTORY
(4 POINTS)
SATISFACTORY
(3 POINTS)
Content
Four life cycle pictures were in
correct order
Two- three life cycle pictures were in
correct order
Zero to one life cycle picture were
in correct order
Teamwork
75%-100% of the members of group
work collaboratively
50%-74% of the members of group
work collaboratively
50% below of the members of
group work collaboratively
Timeliness
Members finish ahead of time with
complete data
Members finish on time with
incomplete data
Members do not finish on time
with incomplete data
Prepared by:
TRISHEA AMOR B. MARIANO
T-II

I- OBJECTIVE
Identify the different sources of water
II- SUBJECT MATTER
Identifying the different sources of water
“Sources of Water”
A. References: Science Teacher’s Guide pages 301-305
Science Learner’s Materials pages 258-262
B. Materials: Cut out pictures, pocket chart/teaching chart, sentence strips/cartolina strips, multi-media presentation
C. Process Skills: Observing, Describing, Comparing, and Identifying
D. Value Integration: Cleanliness and sanitation
III- PROCEDURE
A. Engagement
 Review previous lesson about Soil: Its Type and Characteristics
 Ask: What are the three types of Soil? Describe each soil type.
How do each soil types differ?
B. Exploration
 Set Classroom standards first before giving group activities.
 Group pupils into three.
1. Choose or assign a role to each member of yours group.
2. Study the pictures provides to your group.
3. Paste them on the manila paper in Column A and label it.
4. Take out the cartolina strips (prepared by the teacher) containing sentences or statements.
5. Match each statement with the pictures on the left.
6. Paste it opposite the picture on the right column.
7. Post your output on the board and present it to the class.

C. Explanation
 Present a video clip.
 Ask the following questions:
1. Which of these is your source of water at home or in your community?
2. How safe is the water that you drink at home?
3. How do you make our water resources safe for drinking?
4. What are the different sources of water?
5. Are all water sources safe for human consumption?
6. Can you live without water?
 Explain the lesson
D. Elaboration
 Group Activity
 Group pupils into three groups
 Present the rubrics
 Identify and label the different sources of water
 Have the pupils post their work on the board and the group leader will present their output in front of the class
IV- GENERALIZATION
What are the sources of water as shown on the picture?
What are the sources of water supply you used at home? In your barangay?
Can we live without water? Why?
How are the water sources kept safe and clean?
V- EVALUATION
Identify the different sources of water.
VI- ASSIGNMENT
Give the different uses of water in our daily activities.
MARIA G. BITOY TRISHEA AMOR B. MARIANO
MT-II T-II

I- OBJECTIVE
Classify materials based on the ability to absorb water
II- SUBJECT MATTER
Classifying materials based on the ability to absorb water
E. References: Science Teacher’s Guide pages 1-4
Science Learner’s Materials pages 1-4
Most Essential Learning Competencies (MELC) Quarter 1, week 1 (S4MT-la-1)
F. Materials: Television and Laptop
G. Process Skills: Observing, Classifying
H. Value Integration: Cleanliness and sanitation
III- PROCEDURE
E. Engagement
 Present the situation.
 Anna spilled her milk on the table. How can we help her clean it up?
F. Exploration
 Set Classroom standards first before giving group activities.
 Group pupils into three.
Let’s Play and have Fun!
What to do:
1. Prepare the necessary materials below.
2. Do the activity following the directions given.
Materials:
 3 pieces of: medium rubber balls, cotton balls, sponge, face towel, t-shirt, rug, tissue paper
 a basin /pail of water, tray/big bowl
Directions: Follow the given steps below:
Step 1. Put the materials one by one on the basin of water.
Step 2. Lift up the material and squeeze.
Step 3. Record your observations in the table provided.
Step 4. Do the same for each material.

G. Explanation
Learning Circuit!
Absorb - to take in (something, such as a liquid) in a natural or gradual way.
Porous - having small holes that allow air or liquid to pass through.
Non-porous - materials that do not allow air or liquid to pass through
*Cotton is very porous, which makes it a natural absorber of water.
*Plastics are non-porous materials.
Material What happened when you
squeezed the material?
Put a ( /) if the material
absorbs water or (X) if it
does not.
1. cotton balls
2. face towel
3. rubber balls
4. rug
5. sponge
6. t-shirt
7. tissue paper
8. rubber slipper
9. plastic mat
10.bond paper

H. Elaboration
Guide Questions:
1. What are the examples of materials that absorbs water?
2. Describe what happened to the material when it absorbs water.
3. What comes out as you squeeze the sponge?
4. How do porous and non- porous materials differ?
IV- GENERALIZATION
Classify the following materials into porous or non-porous on its proper column.
rubber balls sponge t-shirt tissue paper Styrofoam
cotton balls face towel rug Manila paper curtain
Porous Non- Porous
V- EVALUATION
Classify materials if it absorbs water or not.
VI- ASSIGNMENT
Give an example of materials that absorb water and materials that cannot absorb water.
T-II

I- OBJECTIVE
Compare the stages in the life cycle of organisms.
II- SUBJECT MATTER
A. Topic: Stages in the Life cycle of organisms
B. Materials: Teaching Charts, pictures, multi-media presentation with video clip, graphic organizer
C. References: Science Teacher’s Guide, pages 159-165
D. Process Skills: Observing, Analyzing, Comparing
E. Subject Integration: EsP, Mathematics, MAPEH (Singing)
III- PROCEDURE
A. ENGAGEMENT
 Review previous lesson on Structures of terrestrial and aquatic plants.
B. EXPLORATION
Activity #1- Is It Complete Metamorphosis? “Arrange Me!”
 Group pupils into three.
 Arrange the cut outs showing the correct stages of development.
 Paste the cut outs in the data table.
 Let the pupils discuss their work.
Activity #2- “What’s Next?”
 Observe, then arrange the mixed pictures showing the stages of development of louse, grasshopper and a cockroach.
C. EXPLANATION
 Present a video presentation
 Explain the lesson
D. ELABORATION
 Group Activity
Group pupils into three groups.

Instruct the group leader to pick one envelop and arrange the pictures properly on the graphic organizer showing the correct stages of
development and write the name of each stage. (Life Cycle of a Lady bug, Dragonfly, Mosquito)
IV- GENERALIZATION
Enumerate the stages of a complete metamorphosis and Incomplete Metamorphosis.
When do we say that a certain life cycle is a complete metamorphosis and Incomplete Metamorphosis?
V- EVALUATION
” Let’s Compare”
Directions: Complete the table below by comparing the stages in the life cycle of the organisms.
Organisms Stages in the Life Cycle
1. Butterfly
2. Fly
3. Cockroach
4. Spider
VI- ASSIGNMENT
Think of other animals or insects which undergo complete and incomplete metamorphosis aside from the examples given in the lesson. Draw their life cycle in a long
bond paper.
Prepared by:
T-II

SEMI-DETAILED LESSON PLAN IN SCIENCE IV (THIRD QUARTER)
I- OBJECTIVE
Identify the objects that are attracted to Magnet
II- SUBJECT MATTER
Identifying the objects that are attracted to Magnet
“The Magnet”
References:
Science Teacher’s Guide pages 176-180
Science Learner’s Material pages 182-185
Lesson Plan in Science IV pages 241-254
Most Essential Learning Competencies (MELC) Quarter 3, week 3 (S4FE-llld-e-3)
Materials: Teaching Charts, pictures, multi-media presentation with video clip, graphic organizer
Process Skills: Identifying, Observing
Subject Integration: EsP, English (Reading), Mathematics
III- PROCEDURE
A. Review (I DO)
Effects of force in the size, shape and movement of an object
Magnet- a piece of material that is able to attract certain metals.
C. Motivation
 Observe what happen to this object and say something about it.
D. Lesson Proper (I DO)
(The teacher will present a video clip about “The Magnet”)
 Magnetism is a force all around us. We cannot see it but the way it behaves and acts can be seen.

 Magnets exert a force of attraction on anything made of iron, nickel and cobalt.
 Magnets can attract materials but not all materials are attracted to magnet.
 Materials made of metals are attracted to magnet. They may be made of iron, nickel, and cobalt.
 Materials that are non-metals are not attracted by magnets. These may be made of rubber, wood or plastic.
 These are the several types of magnets.
 A Magnet always has both North Pole and South Pole.
E. Group Activity (WE DO)
EXPERIMENT TIME!
Materials:
battery pencil
safety pin rubber band
thumbtacks push pin
keys glass
Procedure:
1. Copy the table shown on your manila paper.
2. Place the magnet near each object and check if it is attracted or not attracted.
3. Record your observations and answer the guide questions after the activity.
Materials Attracted Not Attracted

GUIDE QUESTIONS:
1. What materials are attracted to the magnet?
2. What are they made of?
3. What materials are not attracted to the magnet?
4. What are they made of?
IV- GENERALIZATION (YOU DO)
What is a Magnet?
What materials are attracted and not attracted by Magnet?
What happens when the magnets with the same poles face each other?
What happens when the magnets with opposite poles face each other?
What is the importance of magnet in our daily lives?
Application
Identify the objects if it is attracted or not attracted to Magnet.
V- EVALUATION
Directions: Identify the objects that are attracted to Magnet. Put a (/) if it is attracted and (x) if it is not.
1.
2.
3.
eraser
coin
plastic comb

4.
5.
VI- ASSIGNMENT
Give at least 5 examples of objects that you may find inside your house and identify those objects if it is attracted to Magnet or not.
TRISHEA AMOR B. MARIANO MARIA G. BITOY
Teacher-II Master Teacher-II
Approved:
JOSELITO B. BLAS
School Principal-IV
book
paper clip

I- OBJECTIVE
Identify the stages in the life cycle of organisms that undergo Complete Metamorphosis and Incomplete Metamorphosis
II- SUBJECT MATTER
Stages in the Life Cycle of organisms that undergo Complete Metamorphosis and Incomplete Metamorphosis
Materials: Teaching Charts, pictures, multi-media presentation with video clip, graphic organizer
References: Science Teacher’s Guide, pages 159-165
Process Skills: Identifying, Analyzing, Comparing
Subject Integration: EsP, Mathematics, MAPEH
III- PROCEDURE
A. Review (I DO)
Specialized Structures of Terrestrial and Aquatic plants.
Metamorphosis- a biological process by which an animal physically develops after hatching or birth.
Life Cycle- a period involving one generation of an organism. A series of changes in form that an organism undergoes, returning to the starting state.
C. Motivation
(The teacher will present a video clip and the pupils will follow what’s on the video)
(The teacher will present a video clip about “The Life Cycle of a Butterfly”)
Metamorphosis is the process where an animal develops, grow and change form after being born or after hatching. Most insects undergo metamorphosis.
There are two types of metamorphosis:
1. Complete Metamorphosis – observed among the lady bug, housefly, mosquito, and butterfly
Four stages are:
• Egg – starts when a female insect lays an egg.
• Larva – starts when the egg hatches but the insect do not look like an adult insect.
• Pupa- formed when a larva makes a cocoon around themselves and become busy changing into adult forms.

- they do not eat during hiding time which takes a few days or months
• Adult- after a period of time, larva is nothing like it was before and exits the cocoon as an adult. It lays eggs.
2. Incomplete Metamorphosis – observed in about 12% of insects- mayfly, cicada, grasshopper, aphid, louse, and cockroach.
Three stages are:
• Egg - eggs are in groups and protected by a covering or case.
• Nymph – hatched from eggs
- look like small adults but without wings
- they eat, grow, and change until they begin to look more and more like an adult.
• Adult- stage where insects develop its wings
- stop molting at this stage. Their primary purpose is to mate and reproduce

Instruct the group leader to pick one envelop and arrange the pictures properly on the graphic organizer showing the correct stages of development and write the
name of each stage.
Group I- Life Cycle of a Mosquito
Group II- Life Cycle of a Grasshopper
Group III- Life Cycle of a Housefly
Enumerate the stages of a complete metamorphosis and Incomplete Metamorphosis.
When do we say that a certain life cycle is a complete metamorphosis and Incomplete Metamorphosis?
Application
Arrange the following according to the correct sequence of development by putting number in the box.
V- EVALUATION
Directions: Identify the stages in the life cycle of a Lady Bug and a Dragonfly

VI- ASSIGNMENT
Think of other animals or insects which undergo complete and incomplete metamorphosis aside from the examples given in the lesson. Identify and draw their life cycle in a
long
bond paper.
Approved:
JOSELITO B. BLAS
School Principal-IV

RUBRICS IN GROUP ACTIVITY
CRITERIA OUTSTANDING
(5 POINTS)
VERY SATISFACTORY
(3 POINTS)
SATISFACTORY
(2 POINTS)
Accuracy
All answers are correct 50% only are correct Less than 50% are correct
Cooperation/Teamwork
All members participated the group
work
Some members participated the
group work
Few participated the group work
Timeliness
Submitted ahead the given time Submitted the given time Submitted beyond the given time
Prepared by:
T-II

SEMI-DETAILED LESSON PLAN IN SCIENCE IV (FOURTH QUARTER)
I- OBJECTIVE
Identify the different types of Soil based on their physical characteristics
II- SUBJECT MATTER
Different types and Characteristics of Soil
Materials: Teaching Charts, pictures, multi-media presentation with video clip, graphic organizer, metacards
Most Essential Learning Competencies (MELC) Quarter 4, week 1 (S4ES-IVa-1)
Process Skills: Identifying, Analyzing, Comparing
Subject Integration: EsP, Mathematics, Health
III- PROCEDURE
 Imposing rules and regulations inside the classroom
 Energizer
A. Review
How Light, Sound, and Heat Travel
We will play 4 pics 1 word. Study the pictures and write the word/words related to the picture in a meta cards provided.
C. Motivation
(The teacher will present a picture and the pupils will look and observe what’s happening on the picture)

(The teacher will present a video clip about “Different types and Characteristics of Soil”)
Group the class in four groups. Let the pupils choose their leader to present their output.
(But to maintain physical distancing, group activity will be distributed and answered by each member of the group. The teacher will provide the materials
needed in the activity.)
What are the three types of Soil?
How are the three types of soil differ to each other?
Which soil is best for most plants? Why?
But I will plant a cactus, I need a fast water draining soil. Which one should I use?
Give the importance of Soil?
Application
Direction: Identify the characteristics of each soil type. Write your answers in the proper column.
CLAY LOAM SAND
SOIL
Soil is the material where
plants grow,and which
provides them with
physical support, water
and nutrients
Covers most of the land
part of the earth. You
find plants, animals,
houses and other
organisms on the soil. We
live on the soil and it
helps us in many ways
Different type os Soil
have different physical
characteristics. Each Soil
type differs in color,
texture, odor, and its
ability to hold water.
TYPES OF SOIL
CLAY LOAM SAND
Particles are tightly packed
together. It can hold much
water and becomes sticky
when wet. It is made up of
very fine particles of rocks.
This soil can be used in
making pots
It is a mixture of sand and
clay. It contains a large
amount of decaying plants
and animals. It has a fine
texture. This soil can hold
enough water and oxygen
which are needed for plant
growth
Particles are coarse and
loose, and it is easy to dig.
This soil is not good for
growing plants because it
cannot hold water well.

V- EVALUATION
Directions: Read each question carefully. Write the letter of the correct answer in your paper.
1. Which of this is made up of smallest particles of rocks which contain decayed matter of plants and animals?
a. Land b. soil
c. Mineral d. water
2. How many types of soil are there?
a. 2 b. 1 c. 3 d. 4
3. Which soil holds much water?
a. Loam b. Clay
c. Sand d. Silt
4. Why is soil important to living things? Because it ____________
a. forms part of the earth where animals live.
b. provides the necessary nutrients needed by plants.
c. serves as a place where people live.
d. all of the above
5. Which of the soil type is good for making pots?
a. Clay b. Loam
c. Soil d. Silt
VI- ASSIGNMENT
Research about the sources of water in your community. Where does the water from your faucet come from? Make a simple illustration of how water from its source reaches
your faucet at home.
cannot hold water
contain humus
coarse loose particles
best for planting
very fine
dark color
hard when dry
holds much water

Approved:
JOSELITO B. BLAS
School Principal-IV
I- OBJECTIVE
Describe some types of beneficial and harmful interactions among living things
II- SUBJECT MATTER
Beneficial and Harmful Interactions among Living Things
III- LEARNING RESOURCES
Materials: Teaching Charts, pictures, Meta cards, graphic organizer, video clips
Most Essential Learning Competencies (MELC) Quarter 2, week 7 (S4LT-Iii-j-15)
Process Skills: Observing, Describing, Identifying
Value: Cooperation
Subject Integration: English (Reading), MAPEH (P.E)
IV- PROCEDURE
A. ELICIT
 Set Classroom standards
 Review previous lesson about Biotic and Abiotic Components
B. ENGAGEMENT
 Unlocking of Difficulty
Find my name!
 Find the names related to ecosystem in the Word Puzzle.

 Present some pictures for motivation
C. EXPLORATION
 Read the following statements that I will post in the board, do thumbs up if the statements show an interactions and thumbs down if not.
1. Chicken and the ducks looks for foods in the pond.
2. The bird flies high in the sky.
3. A dog eats it food.
4. A farmer gives grass to his cow.
5. A cat eats rat.
D. EXPLAINATION
 Present and explain the lesson.
E. ELABORATION
 Group Activity (Group pupils into four groups)
 Present the Rubrics
 Give instructions on how to do their group work
 Have the pupils post their work on the board and the group leader will present their output in front of the class.
 Making generalization and abstraction about the lesson
 Asking questions:
1. Which of the pictures of organisms show beneficial interaction?
2. When do we say that an interaction (relationship) is beneficial?
3. Which of the organisms are not benefited nor harmed?
4. Which of the pictures of organisms show harmful interactions?
5. When do we say that an interaction (relationship) is harmful?
Interaction among living things
Mutualism
Commensalism
Predation
Parasitism
Competition

F. EVALUATION
Directions: Describe the types of relationship that occurs between the given pairs. Write if it is Mutualism, Commensalism, Predation, Parasitism and Competition.
1. Eagle and snake __________
2. Butterfly and flowers _________
3. Human hair and louse ________
4. Deer and spider _________
5. Deer and deer _______
G. EXTEND/ASSIGNMENT
Describe which type of relationship among living organisms you observe in your community. Write it in your paper.
V- REMARKS
VI- REFLECTION
A. Number of learners who earned 75% in the evaluation. _________
B. Number of learners who require additional activities for remediation who scored below 75%. __________

Approved:
JOSELITO B. BLAS
School Principal-IV
I- OBJECTIVE
Describe some types of beneficial interactions among living things
II- SUBJECT MATTER
Beneficial Interactions among Living Things
III- LEARNING RESOURCES
Materials: Teaching Charts, pictures, Meta cards, graphic organizer, video clips
Most Essential Learning Competencies (MELC) Quarter 2, week 7 (S4LT-Iii-j-15)
www.youtube.com
Process Skills: Observing, Describing, Identifying
Value: Cooperation
Subject Integration: English (Reading), MAPEH (P.E)
IV- PROCEDURE
A. ELICIT
 Set Classroom standards
 Review previous lesson about Biotic and Abiotic Components
B. ENGAGEMENT
 Unlocking of Difficulty
Find my name!

It is an interaction
of two organisms
wherein both are
getting benefits
 Find the names related to ecosystem in the Word Puzzle.
 Present some pictures for motivation
C. EXPLORATION
 Read the following statements that I will post in the board, do thumbs up if the statements show an interactions and thumbs down if not.
1. Chicken and the ducks looks for foods in the pond.
2. The bird flies high in the sky.
3. A dog eats it food.
4. A farmer gives grass to his cow.
5. A cat eats rat.
 Present a video clip about Mutualism vs. Commensalism
D. EXPLAINATION
 Present and explain the lesson.
Beneficial interaction among living things
Mutualism Commensalism
This is an
interaction between
organisms in which
one is benefiting

E. ELABORATION
 Group Activity (Group pupils into three groups)
 Present the Rubrics
 Give instructions on how to do their group work
 Have the pupils post their work on the board and the group leader will present their output in front of the class.
 Making generalization and abstraction about the lesson
 Asking questions: 1. 2. 3. 4.
1. Which of the pictures of organisms show beneficial interaction?
2. When do we say that an interaction (relationship) is beneficial?
3. Which of the organisms are not benefited nor harmed?
F. EVALUATION
Directions: Describe the types of beneficial interaction that occurs between the given pairs. Write if it is Mutualism or Commensalism.
1. Butterfly and flowers _________

2. Deer and spider _________
3. Cattle egret and carabao _________
4. Ants and aphids _______
5. Frog and leaf ________
G. EXTEND/ASSIGNMENT
Describe which type of beneficial relationship among living organisms you observe in your community. Write it in your paper.
V- REMARKS
VI- REFLECTION
C. Number of learners who earned 75% in the evaluation. _________
D. Number of learners who require additional activities for remediation who scored below 75%. __________
Approved:

JOSELITO B. BLAS
School Principal-IV

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