GRADES 1 to 12 School: Bulacnin Elemetary School Grade Level: Four

DAILY LESSON LOG Teacher: Sherina M. Linang Learning Area: Science

Teaching Dates and November 11-15, 2024 Quarter:
Time: ( 8:05-8:50, 8:50-9:35, 9:55-10:40, 10:40-11:25, 11:25-12:10) Second

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

November 11, 2024 November 12, 2024 November 13, 2024 November14, 2024 November 15, 2024
I.OBJECTIVES
A.Content Standard Learners learned that using drawings, tables, and flowcharts is an important skill in learning science concepts and in learning about
science processes.
B.Performance By the end of the Quarter, learners identify that plants and animals have systems whose function is to keep them alive. They
Standards observe, describe, and create representations to show how living things interact with their habitat, survive, and reproduce in
specific environments. They use flowcharts to show the feeding relationship among different organisms within a given
environment.
C.Learning The learners draw a simple food chain using living things from the Philippines and label them as herbivores, carnivores, and
Competencies / omnivores.
Objectives 1. Draw a food chain and a food web using living things from the Philippines.
2. Label organisms in the food chain as herbivores, carnivores, and omnivores.
3. Identify the relationships among the different trophic levels in a food chain.
4. Trace the flow of energy in an ecosystem
5. Explain the effect of human activities on the balance in a food chain/food web
II.CONTENT Food Chains
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guide
2.Learner’s Materials
3.Textbook pages
4.Additional Materials from
Learning Resources (LR)
portal
B.Other Learning Miralles, J.C. (2024). Lesson Exemplar for Science Philippine Normal University Research Institute for Teacher Quality SiMMER National Research
Resources Centre

Department of Education. (2023). MATATAG Curriculum Phase 1 SY 2024-2025. Retrieved from

 https://www.deped.gov.ph/matatagcurriculumk147/
IV.PROCEDURES
A.Reviewing previous Directions: Analyze the Directions: Cut and paste I. Activity: Who Eats Directions: Use the food
lesson or presenting five sets of animals to the pictures to show the Whom in the Deep Blue web below to answer
identify which one does flow of energy in the food Sea? (15 Minutes) questions a-f below.
not belong to the group. chain. II. Objective(s): At the
Cross out the word that end of the activity, the
has different food eaten. learners are expected to:
1. dog, pig, bird, tiger • identify different
2. pig, goat, horse, cow organisms in a marine food
3. tiger, lion, cat, snake chain.
4. cat, monkey, duck, • classify organisms as
deer producers, primary
5. bear, frog, wolf, lizard consumers, secondary a. What is the producer?
consumers, tertiary ___________________________
consumers, and _________________
quaternary consumers. b. What are the primary
• understand the concept consumers?
of energy flow in a food ___________________________
chain. • identify potential _________________
impacts of human c. What are the secondary
activities on the ocean consumers?
food chain. ___________________________
III. Instructions: _________________
1. Describe the chain d. What are the tertiary
below by answering the consumers?
given questions. ___________________________
_________________
e. What is the top
predator?
___________________________
_________________
f. Construct one food chain
that you see on the food
web.
___________________________
Answer the following _________________
questions:
a. What are the different
organisms shown in the
 food chain?

b. Which are the

producers, consumers
(Primary, secondary,
tertiary, quaternary) and
decomposers in the food
chain?

c. Which organism is at the

top of the food chain? Why
do you think so?

d. Trace the path of energy

from the sun to a top
predator in the food chain.

e. How might human

activities impact the ocean
food chain?

B.Establishing a purpose Answer the following Based on the food chain? Analyze the given picture.
for the lesson questions. 1. What is the producer in Trace how many food
1. What did you have for this food chain? chains are interconnected
breakfast today? to each other.

2 2. What role does the fish

. What does eating play in this food chain?
breakfast do for our
bodies?
3. If seals were removed
from this food chain, how
3.Where do you think the would it affect the sharks?
energy from the food come
from?
4. Which organism is at
 the top of this food chain?

4. How does energy

coming from the sun being
transferred from one
organism to another?

Process Questions:
1. What are the different
organisms you see in the
image? Can you group
them based on what they
eat (producers,
consumers, decomposers)?
How many producers?
herbivores? carnivores?
2. Following the arrows,
trace the path of energy
from the sun to a top
predator. What happens to
the energy at each level?
3. Decomposers are not
explicitly shown in the
image, but they play a
crucial role. Why are they
important for the food web
and the overall
ecosystem?
4. Identify the food chains
that compose the food
web in the figure.
5. What do you think will
happen if there is an
excessive hunting of
snakes? 6. What is the
difference between a food
 chain and a food web?
C.Presenting examples/
instances of the new lesson
D.Discussing new concepts What is a Food Chain What is a Food Chain A food web is a complex A food web is a complex
and practicing new skills A food chain refers to a A food chain refers to a network of interconnected network of interconnected
#1 linear sequence of linear sequence of food chains that shows the food chains that shows the
organisms showing how organisms showing how multiple feeding multiple feeding
energy or nutrient flows energy or nutrient flows relationships between relationships between
through an ecosystem through an ecosystem organisms in an organisms in an
when one organism when one organism ecosystem. Unlike a single, ecosystem. Unlike a single,
consumes another for its consumes another for its linear food chain, a food linear food chain, a food
survival. It provides survival. It provides web illustrates how web illustrates how
information about which information about which different plants, animals, different plants, animals,
species eats which other species eats which other and other organisms are and other organisms are
species in nature. species in nature. interlinked by what they interlinked by what they
Typically, a food chain is Typically, a food chain is eat and what eats them, eat and what eats them,
represented by a diagram represented by a diagram with each organism often with each organism often
where arrows show the where arrows show the having multiple sources of having multiple sources of
direction of energy and direction of energy and food and predators. food and predators.
nutrients flow. nutrients flow. In a food web: In a food web:
 Producers (like  Producers (like
plants) provide plants) provide
food for multiple food for multiple
types of types of
herbivores. herbivores.
 Consumers (like  Consumers (like
herbivores and herbivores and
carnivores) may carnivores) may
feed on various feed on various
organisms and, in organisms and, in
turn, be prey for turn, be prey for
different different
predators. predators.
 Decomposers  Decomposers
(like fungi and (like fungi and
bacteria) break bacteria) break
down dead down dead
material, returning material, returning
nutrients to the nutrients to the
soil, which soil, which
 supports the supports the
producers again. producers again.

E. Discussing new concepts

and practicing new skills
#2
Directions: Cut and paste Activity No. 1: Linking Directions: Complete the Directions: Draw a A.One Minute Paper: Using
F.Developing Mastery the pictures to show the Life: From Plants to food web by using arrows. detailed food web diagram the graphic organizer,
flow of energy in the food Predators! (10 Minutes) on a specific ecosystem reflect on your learning by
chain. II. Objective(s): At the (e.g., a forest, grassland, creating a one-minute
end of the activity, the farm, sea). Label them. paper by answering the
learners are expected to: questions.
• Construct a food chain
• Identify and classify
organisms within a food
chain as producers,
Answer:
primary consumers,
secondary consumers,
tertiary consumers, and B. Exit Slips. Before you
quaternary consumers. leave the class, write down
• Draw pictures of what you’ve learned on a
herbivores sticky note.
• Analyze the structure of
the constructed food chain
to determine the number
of links present.
III. Instructions: A.
Construct a food chain
using the organisms inside
 the box.
Eagle snake frog
Bird grass locust
B. Identify which
organisms are the:
1. producers
2. primary consumer
3. secondary consumer
4. tertiary consumer
5. quaternary consumer
C. How many links are
there in the food chain you
have constructed?

G.Finding practical
application of concepts and
skills in daily living
H. Making generalizations Why is the food chain How does each level of the How do you think changes Why is it important to B. 3-2-1
and abstractions about the important for maintaining food chain contribute to in human activity, like understand food webs Three
lesson balance in an ecosystem? the survival of other pollution or deforestation, when making decisions Record three things you
organisms in an might impact the balance about protecting certain learned from the lesson.
ecosystem? of a food web in an animal or plant species? Two
ecosystem? Record two things that you
found interesting and that
you’d like to learn more
about.
One
Record one question you
still have about the topic.
I.Evaluating learning Directions: Create a I. Activity No. 2: Circle Directions: Answer the Directions: From the food A. Multiple Choice. Read
simple food chain with at of Life: Animals on a following questions. web you created, write the carefully the questions and
least three organisms Feeding Spree! (20 names of the organisms in choose the letter of the
representing the producer, Minutes) the proper column. correct answer
1st order consumer and II. Objective(s): At the PART A:
2nd order consumer that end of the activity, the 1. Which organism in the
can be found in the learners are expected to: food chain below is a
surrounding area of • Create a food chain producer?
Monfort Bat Cave. using the organisms found
in the Philippines a. Snake
The island of Samal, part • classify organisms as b. Mouse
of Davao del Norte producers, primary c. Rice
Province, is off the coast of consumers, secondary d. Eagle
Mindanao. In this island is consumers, tertiary 2. Which statement is true
the Monfort Bat Cave consumers, and about the transfer of
which is approximately quaternary consumers. energy in the trophic
245 feet (75 meters) long • understand the concept levels?
and has five entrances. of energy flow in a food a. If you eat organisms that
Bats cover 75 % of its chain. feed on plants, you will
ceilings and walls. An III. Materials: Paper have the highest energy in
estimated 1.8 million bats, plate, pictures of plants the trophic levels.
the largest known and animals found in the b. Only 10% of energy in
population of Geoffroy’s Philippines, ballpen or an organism is transferred
rousette fruit bats in the pentel pen, scissors, glue to the next trophic level.
world, are overloading or paste. c. The amount of energy
Monfort Bat Cave on the transferred increases as it
Philippines’ Samal Island. goes up the trophic level.
d. The transfer of energy
Geoffroy’s rousette fruit from one trophic level to
bats feed on fruits and the next is very efficient.
nectar. Their role as 3. Which of the following is
pollinators and seed a correct food chain
dispersers is essential in (Producer to Consumers)?
sustaining Philippine
forests, including such
important commercial
fruits as durian. Each bat 1. Create your food chain
consumes 1 ½ to 3 times using pictures of animals. 4. What is the other name
its body weight nightly in Paste it on a paper plate. for a primary consumer?
fruit and nectar. This Illustrate how energy flows a. autotroph
colony could consume 550 in the food chain by b. omnivore
tons (500, 000 kg)of showing the correct c. herbivore
nectar from durian and position of the arrowhead d. carnivore
other trees, pollinating an where it is pointing. 5. Where can you find the
incredible number of predator in the energy
flowers. pyramid?
Worldwide, cave-dwelling a. third level
bats are in alarming b. middle
decline due to human c. apex
disturbance and d. base
destruction of their cave 6-7. Create two food chains
roosts. In some areas, from the following
including Samal Island, organisms.
bats are captured and
eaten by humans. Colonies
like the one in Monfort Bat
Cave are now rare and in
urgent need of protection.
Their loss would endanger
the health of forests and
human economies. The
bat’s colony should be
able to survive natural
predators-crows, rats, 10-ft
(3 meters) phytons and
occasional monitor lizards-
just as bat populations do
elsewhere. Untamed dogs
and cats, however, also
seem to do bad hunting at
Monfort Bat Cave.

Answer the following

questions.
1. What is the significance
of the Monfort Bat Cave on
Samal Island?

2. How does the feeding

behavior of Geoffroy’s
rousette fruit bats
contribute to the local food
chain in the Monfort Bat
Cave?
 3. Why are the population
of bats declining? How do
this affect the natural
balance of ecosystem?

4. Why is it crucial to
consider the preservation
of bat colonies for the
overall health and
sustainability of the
ecosystem's food chain?

J.Additional Activities for

application or remediation

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in
evaluation
B.No. of learners who require additional
activities for remediation who scored
below 80%
C.Did the remedial lesson work? No. of
learners who have caught up with the
lesson
D.No. of learners who continued to
require remediation
E.Which of these strategies work well?
Why did this work?
F.What difficulties dis I encounter which
my principal or supervisor can help me
solve?
G.What innovation or localized materials
did I use / discover which I wish to share
with other teachers?

Prepared by:

SHERINA M. LINANG
Teacher III
Checked by:
MADONNA OLIMPIA A. HORNILLA
Master Teacher I

Noted:

ANGELICA L. ENRIQUEZ, PhD

Principal III