Daily School Malbog Elementary School Grade Four
Lesson Teacher VITTO, Jenny May C.
Learning
SCIENCE
Plan Area
Date / January 4, 2023 | Wednesday Quarter SECOND
Time
I.OBJECTIVES
A. CONTENT The learners should be able to construct a prototype model of organism that has body parts
STANDARD which can survive in a given environment
B. PERFOMANCE The learners demonstrate understanding of … plants have body parts that make them adapt
STANDARDS to land or water
C. LEARNING Identify the specialized structures of terrestrial and aquatic plants
COMPETENCIES
S4LT-IIe-f-9
SPECIFIC K- Name examples of terrestrial plants
OBJECTIVES D- Conduct observations to identify the specialized structures of terrestrial plants
II. CONTENT
III. LEARNING
RESOURCES
REFERENCES
• TG Pages Pages 121-142
• LM Pages Pages 116-125
• Additional Materials - www.google.com
from LR Portal
• Other Textbook None
Other Learning Resources Powerpoint Presentation
IV. PROCEDURES Teacher’s Activity
A. Reviewing Drill
Previous Directions: Study the given pictures. Encircle the animal that lives on land, Box the animal
Lesson/Presentin that lives in water and Check the animals that lives both on land and in water.
g New Lesson
ELICIT/ENGAGE
1. 2. 3.
4. 5.
Review
Write the body parts of the following animals which they use in getting food by
completing the missing letters.
1. Bird 4. frog
2. Horse
5. Butterfl
3. Crocodile
B. Establishing a Directions: Look at the pictures and name each plant. On the blank below,
Purpose for the write if it is Terrestrial Plant or Aquatic Plant.
lesson
ELICIT
1. 2. 3.
______________ ______________ ______________
4. 5.
_______________ _______________
C. Presenting Study the pictures given below.
Examples/
instances of the
new lesson
ENGAGE
What do you see in the pictures?
Do you like rose or euphorbia?
What color do you prefer?
What have you notice on their stem?
Have you experience touching it?
Are you wondering why rose and euphorbia have thorns?
D. Discussing new Activity Proper
concepts and Group Activity (Cooperative Learning)
practicing skills
#1 A. Divide the class into three groups.
B. Assign leader, speaker and resource manager.
EXPLORE Ask the setting standard in doing the activity
ACTIVITY 1
WHAT YOU NEED:
Rose plant, Eggplant or Okra plant, Pineapple plant,
Makahiya plant, Rice (palay) leaves
WHAT TO DO:
1. Prepare the needed plants for the activity.
2. Observe the body parts of each plant.
3. Record your observation in the data chart.
TERRESTRIAL PLANT SPECIALIZED
PLANT PARTS STRUCTURE
1.
2.
3.
4.
5.
GUIDE QUESTIONS:
1. What are the different plants that you observed?
2. What can you say about these plants?
3. Are these plants have different structure?
4. Are these plants have same structure?
5. In what way plants differ from one another?
6. Describe the same structure of the plants?
7. How will you identify the specialized structure of each plant?
E. Discussing new ACTIVITY 2
concepts and WHAT YOU NEED:
practicing skills Picture of Cactus Plant and Aloe Vera plant
#2
WHAT TO DO:
EXPLORE
1. Study the given pictures.
2. Look at the outside part of the plant.
3. Compare the inside part of the plant with the outside part.
4. Write your observation on the chart.
Observation on the Observation on the
Plant
outside part inside part
1. Cactus
Plant
2. Aloe
Vera
GUIDE QUESTIONS:
1. What plants do you observed?
2. Describe the outside part of the plants.
3. Describe the inside part of the plants.
4. Is the outside part of the plants being the same in their inside part? Why?
5. Why do you think the inside part is filled with water storage tissue?
What do you think is their specialized structures?
F. Developing Directions: Name the given terrestrial plants and identify the specialized
mastery (leads to characteristics/structures which made their parts extra special or different from other
formative plants. Choose your answer from the box.
assessment)
hairy stem durian fruit thick cuticle
EXPLAIN
pungent odors of fruits birds of paradise
Sharp/thorny leaves Lipang aso
Name of Plant:
Specialized structure:
Name of Plant:
Specialized structure:
Name of Plant:
Specialized structure:
G. Making What are terrestrial plants?
generalizations What are the specialized structures of terrestrial plants?
and abstractions
about the lesson Remember This:
Terrestrial plants are plants that grow on land. Some terrestrial plants are small, others are
ENGAGE/ELABORATE big. There are plants with big trunks while others have soft stem. Other plants bear flowers
while others do not.
Terrestrial plants grow in different places. There are plants that grow directly on the soil
while others grow on rocks. Other plants cling to the fence while the greatest number of
plants are found in the field.
Specialized structures are important in order to adapt to their environment.
Thorns and hairs in some plants are protective structures.
Thick leaves of cacti (plural of cactus) store water to prevent water lose.
Modified leaves are colorful. They are attracting insects and people.
Modified roots are used for storage.
H. Finding practical Your mother waters the plants every day. She notices that among her plants, the gabi
applications and leaves have more water on their top or what we call morning dew. What do you call the
skills in daily protective structure that prevents damage to the inner part of this plant?
living
ELABORATE/
EXPLAIN
I. Evaluating Directions: Name the terrestrial plants based from the specialized structure described in
Learning each statement. Choose your answer from the box below.
1. It has big and waxy leaves to prevent loss of water and to capture enough sunlight.
EVALUATE _______________
2. It is known as the “tree of life” because all of its parts can be used for different
purposes. ______________
3. This plant can live in a desert and has fleshy stems to conserve water for a long time.
_______________
4. The protective structure of this plant is its hairy stem. _____________
5. This plant usually grows in the garden. It bears flowers but it does not bear fruits and
has thorns on its stem. _____________
CACTUS GABI ROSE COCONUT LIPANG ASO
1.
J. Additional Directions: Name some terrestrial plants within your garden or community. Cut or Take
Activities for photos to make a collage of those Terrestrial plants. Then, write the specialized structure
application or of each plant.
remediation
EXTEND
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the 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 with the lesson.
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did 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?
Checked/Noted/Inspected/Observed:
MARILYN M. MILAMBILING
Master Teacher II
MA. CONCEPCION J. CAMUA
Principal I
Activity 1
The solids
What to use:
stones with different sizes
jar
sand
What to do:
1. Get the jar.
2. Place the different kinds of stones and sand inside the jar. Fill the jar until there is no space left, then
cover it.
1. Hold then shake it.
2. Observe how mixture moves inside the jar.
3. Relate your observation until the properties of solids, liquids and gases you’ve learned in your
previous years.
4. Present your output.
5. Post-Laboratory Discussion
What you have found out:
1. What phase of matter does the mixture represent?
2. How are the molecules of solid arranged?
Activity 2
Solid and Liquid
What to use:
saw dust
water
jar
What to do:
1. Get the jar.
2. Place the saw dust and water inside the jar. Cover it.
3. Hold then shake it.
4. Observe how mixture moves inside the jar.
5. Relate your observation with the properties of solids, liquids, and gases you’ve learned in your
previous years.
6. Present your output.
7. Post-Laboratory Discussion
What you have found out:
1. What phase of matter does the mixture represent?
2. How are molecules of liquid arranged?
Activity 3
Solid and Gas
What to use:
potted plants transparent plastic
What to do:
1. Get the potted plants.
2. Cover the one part of the leaves with plastic tightly.
3. Observe what happened to the plastic in the next day.
4. Record your observation
5. Present your output.
6. Post-Laboratory Discussion
What you have found out:
6. What phase of matter does it represent?
7. How are molecules of gas arranged?
(Note: For Activity 3 – The task will be done a day before.)
