PAPANDAYAN Grade

School: ELEM. SCHOOL Level: 4

Learning
Teacher: NEIL M. ABAYON Area: SCIENCE
GRADES 1 to 12 Teaching
DAILY LESSON LOG Dates and 1ST
Time: OCTOBER 17 Quarter: QUARTER
MONDAY

LAYUNIN

Content Standard Demonstrate understanding that plants have body parts that make them adapt to
land or water.
Performance Standard Construct a prototype model of organism that has body parts which can survive in a
given environment.
C. Learning 1. Distinguish the factors that affect seed germination and growth.
Competencies/ 2. Analyze and interpret data gathered.
Objectives 3. Exercise investigative approach in problem solving.
Write the LC code for 4. Appreciate the importance of plants in the environment.
each
Seed Germination and Growth
II. CONTENT
III. LEARNING
RESOURCES
A. References pp. 154-159
1. Teacher’s Guide
pp. 131-134
pages
2. Learner’s Materials
pages
Multimedia presentation, Realia of plants, flashcards, pictures of person planting rice,
3. Textbook pages
Activity sheet
4. Additional Materials LED tv, ppt, speakers,
from Learning
Resource (LR) portal
B. Other Learning
Resources / materials
Energizer
IV. PROCEDURES Game: “Pak Ganern”
Tell whether the following is a monocot or a Dicot. Write M if monocot, D if Dicot
A. Reviewing previous Show a picture of person planting rice.
lesson or presenting Ask: Have you experienced planting or seen others planting?
the new lesson Are you aware of what plants must have for growth?
Using the fish bone diagram, list down the factors that plants need for growth.
B. Establishing a
purpose for the lesson
C. Presenting 1. Setting of Standards.
examples / instances 2. Group Activities
of the new lesson (Differentiated Activities)
D. Discussing new 1. Group Reporting.
concepts and 2. Comparing the results of activities.
practicing new skills
#1
E. Discussing new 1.The teacher further explains and discuss the background information through inquiry
concepts and approach
practicing new skills 2. Have the pupils master the concepts.
#2
 F. Developing Mastery Making simple line graphs. Each group will present their line graph based on the activity
(Leads to Formative done earlier.
Assessment)
G. Finding practical Ask: What factors affect seed germination and growth of seedlings?
application of
concepts and skills in
daily living
H. Making The following are conditions for seed germination. Check (√) those factors needed
generalizations and and put an (x) mark for those not needed.
abstractions about the
lesson
Make a journal of what you have learned for today. You may begin with the statement.
I. Evaluating learning
Now I know tha
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on this
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners who
have caught up the
lesson
D. No. of learners who
continue to require
remediation

Prepared by: NEIL M. ABAYON

Teacher II
 PAPANDAYAN Grade
School: ELEM. SCHOOL Level: 4
Learning
Teacher: NEIL M. ABAYON Area: SCIENCE
GRADES 1 to 12 Teaching
DAILY LESSON LOG Dates and 1ST
Time: OCTOBER 18 Quarter: QUARTER
TUESDAY

LAYUNIN

Content Standard Demonstrate understanding that plants have body parts that make
them adapt to land or water. Demonstrate understanding that different
organisms go through life cycle which can be affected by their
environment.

Performance Standard Construct a prototype model of organism that has body parts which can survive in a
given environment.
C. Learning 1. Identify some animals that undergo complete and incomplete metamorphosis in their
Competencies/ life cycle.
Objectives 2. Compare the stages in the life cycle of organisms. S4LT-IIg-h-13
Write the LC code for 3. Describe the effect of the environment on the life cycle of organisms. S4LT-IIg-h-14
each 3. Show appreciation of Gods wonderful creation.
II. CONTENT Life Cycle of Selected Animals: Complete and Incomplete Metamorphosis
III. LEARNING
RESOURCES
A. References pp. 159-170
1. Teacher’s Guide
pp. 135-141
pages
2. Learner’s Materials
pages
Multimedia presentation, flashcards,pictures of seed germination process, pictures of
3. Textbook pages
insects, Activity sheet
4. Additional Materials LED tv, ppt, speakers,
from Learning
Resource (LR) portal
B. Other Learning
Resources / materials
Energizer
Checking of assignment
IV. PROCEDURES Game: “Picture Story”
Arrange the picture according to the process of germination.

A. Reviewing previous Show picture of insects, (butterfly, grasshopper, etc.)

lesson or presenting Ask: Do you know where these insects came from? (pinning questions on the wall)
the new lesson
Let’s find out the answer after performing this activity.
B. Establishing a
purpose for the lesson
C. Presenting 1. Setting of Standards.
examples / instances 2. Group Activities
of the new lesson (Differentiated Activities)
D. Discussing new 1. Group Reporting.
concepts and 2. Comparing the results of activities.
practicing new skills
#1
 E. Discussing new 1.The teacher further explains and discuss the background information through inquiry
concepts and approach
practicing new skills 2. Have the pupils master the concepts.
#2
F. Developing Mastery Let us thank God fo His wonderful creation: The animals around us. As a little steward
(Leads to Formative of Earth, how will you help sustain the propagation of animals around us?
Assessment)
G. Finding practical What is metamorphosis?
application of What is the difference between complete and incomplete metamorphosis?
concepts and skills in
daily living
H. Making 1-4. Choose the letter of the correct answer.
generalizations and 5. Answer the question briefly.
abstractions about the
lesson
Write a diary of the animal as it moves through its life cycle. You may choose to write
I. Evaluating learning
about animal you worked on during the activity.
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on this
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners who
have caught up the
lesson
D. No. of learners who
continue to require
remediation

Prepared by: NEIL M. ABAYON

Teacher II
 PAPANDAYAN Grade
School: ELEM. SCHOOL Level: 4
Learning
Teacher: NEIL M. ABAYON Area: SCIENCE
GRADES 1 to 12 Teaching
DAILY LESSON LOG Dates and 1ST
Time: OCTOBER 19 Quarter: QUARTER
WEDNESDAY

LAYUNIN

Content Standard Demonstrate understanding that plants have body parts that make
them adapt to land or water. Demonstrate understanding that different
organisms go through life cycle which can be affected by their
environment.

Performance Standard Construct a prototype model of organism that has body parts which can survive in a
given environment.
C. Learning 1. Determine the stages of development of a bird’s egg.
Competencies/ 2. Observe and compare what is found inside a bird’s egg.
Objectives 3. Appreciate the existence of other living things in the environment.
Write the LC code for
each
Life Cycle of Animals (Egg Laying Animals)
II. CONTENT
III. LEARNING
RESOURCES
A. References pp. 170-176
1. Teacher’s Guide
pp. 142-145
pages
2. Learner’s Materials
pages
Multimedia presentation, flashcards, pictures of insects, pictures of egg laying
3. Textbook pages
animals, Activity sheet
4. Additional Materials LED tv, ppt, speakers,
from Learning
Resource (LR) portal
B. Other Learning
Resources / materials
Energizer
Checking of assignment.
IV. PROCEDURES Game: ”Name Game”
Tell wether the following animals undergo complete or incomplete metamorphosis: Put (√) if it is com

A. Reviewing previous Show a picture of animals that lay eggs.

lesson or presenting Ask: What animals are familiar to you in this scenery? Do these animals differ from
the new lesson each other? Do these animals have something in common?
Ask: What do they common?
Let’s find out the answer after performing this activity.
B. Establishing a
Original File Submitted and Formatted by DepEd Club Member - visit depedclub.com
purpose for the lesson
for more
1. Setting of Standards.
C. Presenting
2. Group Activities
examples / instances
(Differentiated Activities)
of the new lesson
D. Discussing new 1. Group Reporting.
concepts and 2. Comparing the results of activities.
 practicing new skills
#1
E. Discussing new 1.The teacher further explains and discuss the background information through inquiry
concepts and approach
practicing new skills 2. Have the pupils master the concepts.
#2
F. Developing Mastery To which community worker in the community is our lesson for today most
(Leads to Formative beneficial? How do you say so?
Assessment)
G. Finding practical What do we realize now having this activity?
application of Are they important to our environment?
concepts and skills in
daily living
H. Making Tell wether the following animals are EGG-LAYING or NOT EGG LAYING. TG. P 175
generalizations and
abstractions about the
lesson
On a ¼ illustration board, make a collage showing your stages of development from
I. Evaluating learning
birth until now.
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on this
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners who
have caught up the
lesson
D. No. of learners who
continue to require
remediation

Prepared by: NEIL M. ABAYON

Teacher II
 PAPANDAYAN Grade
School: ELEM. SCHOOL Level: 4
Learning
Teacher: NEIL M. ABAYON Area: SCIENCE
GRADES 1 to 12 Teaching
DAILY LESSON LOG Dates and 1ST
Time: OCTOBER 20 Quarter: QUARTER
THURSDAY

LAYUNIN

Content Standard Demonstrate understanding that plants have body parts that make
them adapt to land or water. Demonstrate understanding that different
organisms go through life cycle which can be affected by their
environment.

Performance Standard Construct a prototype model of organism that has body parts which can survive in a
given environment.
C. Learning 1. Identify the stages of human development.
Competencies/ 2. Describe the stages of human development.
Objectives 3. Realize the importance of knowledge about the stages of human development.
Write the LC code for
each
Life Cycle of Humans
II. CONTENT
III. LEARNING
RESOURCES
A. References pp. 176-181
1. Teacher’s Guide
pp.146-148
pages
2. Learner’s Materials
pages
3. Textbook pages Multimedia presentation, flashcards, pictures of fruits, Activity sheet
4. Additional Materials LED tv, speakers,
from Learning
Resource (LR) portal
B. Other Learning
Resources / materials
Energizer
Checking of assignment
IV. PROCEDURES
Game: “Guess Who”
Review the different egg laying animals through a guessing game.
A. Reviewing previous Game: “Picture Frame
lesson or presenting Ask each group to portray activities of an infant, early childhood stage, adolescent stage,
the new lesson adult stage and old age stage. Let them guess what each group is portraying.
Ask: Do you have a baby brother or sister? Do babies grow quickly or slowly? What kind of
things causes babies to grow? Does everyone grow to the same height? Same weight?
B. Establishing a
Why or why not?
purpose for the lesson
C. Presenting 1. Setting of Standards.
examples / instances 2. Group Activities
of the new lesson (Differentiated Activities)
D. Discussing new 1. Group Reporting.
concepts and 2. Comparing the results of activities.
practicing new skills
#1
E. Discussing new 1.The teacher further explains and discuss the background information through inquiry
 concepts and approach
practicing new skills 2. Have the pupils master the concepts.
#2
F. Developing Mastery What can your parents do to help you understand more about the changes you will
(Leads to Formative undergo in the different stages of development?
Assessment)
G. Finding practical What did you learn from today’s lesson?
application of What are the stages of human development?
concepts and skills in
daily living
H. Making Identify what stage of human development is being described. Choose from the list of
generalizations and words inside the box. TG., p. 180
abstractions about the
lesson
Interview your adolescent brothers or sisters. Find out what emotional changes they
I. Evaluating learning
are experiencing during this stage. TG., p. 181
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on this
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners who
have caught up the
lesson
D. No. of learners who
continue to require
remediation

Prepared by: NEIL M. ABAYON

Teacher II
 PAPANDAYAN Grade
School: ELEM. SCHOOL Level: 4
Learning
Teacher: NEIL M. ABAYON Area: SCIENCE
GRADES 1 to 12 Teaching
DAILY LESSON LOG Dates and 1ST
Time: OCTOBER 21 Quarter: QUARTER
FRIDAY

LAYUNIN

Content Standard Demonstrate understanding that plants have body parts that make
them adapt to land or water. Demonstrate understanding that different
organisms go through life cycle which can be affected by their
environment.

Performance Standard Construct a prototype model of organism that has body parts which can survive in a
given environment.
C. Learning 1. Discuss the interaction among living things.
Competencies/ 2. Describe some types of beneficial interactions among living things; S4LT-IIi-j-15
Objectives 3. Appreciate the importance of each living things to the environment.
Write the LC code for
each
Interaction Among Living Things
II. CONTENT
III. LEARNING
RESOURCES
A. References pp. 182-186
1. Teacher’s Guide
pp. 149-155
pages
2. Learner’s Materials
pages
Multimedia presentation, flashcards, pictures/realia of fruits found in the community,
3. Textbook pages
Activity sheet
4. Additional Materials LED tv, speakers,
from Learning
Resource (LR) portal
B. Other Learning
Resources / materials
Energizer
Checking of assignment:
IV. PROCEDURES Game: “Loop A Word”
Identify and underline the name of living things in the environment. Look for 5 names in the puzzle b

A. Reviewing previous Ask: What living things/organisms did your group work on? Where can we find all these
lesson or presenting organisms?
the new lesson
Can you identify the relationship among these organisms? Let’s find out.
B. Establishing a
purpose for the lesson
1. Setting of Standards.
C. Presenting
2. Group Activities
examples / instances
(Differentiated Activities)
of the new lesson
D. Discussing new 1. Group Reporting.
concepts and 2. Comparing the results of activities.
practicing new skills
 #1
E. Discussing new 1.The teacher further explains and discuss the background information through inquiry
concepts and approach
practicing new skills 2. Have the pupils master the concepts.
#2
F. Developing Mastery The butterfly and the flower have a mutualistic relationship. Draw a diagram
(Leads to Formative illustrating how the flower and butterfly benefit each other.
Assessment)
G. Finding practical What is interaction?
application of Cite examples of interaction among organisms.
concepts and skills in
daily living
H. Making Put a (√) mark if the statement shows interaction among living things and (x) mark if not.
generalizations and TG. P.186
abstractions about the
lesson
I. Evaluating learning Make a terrarium using the different materials below, TG. pp. 186-188
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on this
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners who
have caught up the
lesson
D. No. of learners who
continue to require
remediation

Prepared by: NEIL M. ABAYON

Teacher II