Name Heidi R.

Salac School Bagong Silang Elementary School

Grade Four Date October 29, 2024
District Cabiao Quarter Second
English
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate their expanding vocabulary knowledge and
grammatical awareness, comprehension of literary and informational texts, and
composing and creating processes; and their receptive and productive skills in
order to produce age-appropriate and gender-responsive texts based on one’s
purpose, context, and target audience.
B. Performance Standard The learners apply comprehension of literary and informational texts
and produce narrative and expository texts (enumeration-description)
based on their purpose, context (mealtimes and birthdays), and target
audience using simple, compound, and complex sentences, and age-
appropriate and gender-sensitive language.
C. Learning Competencies and Note important information through
Objectives h outlining (topic, main idea, supporting details): inductive
organization (pyramid)

D. Content Noting Important Details

E. Integration Environmental Literacy: Protecting our Seas and Marine Resources

II. LEARNING RESOURCES Aliño, P. (n.d.). Philippine coral reef fisheries: Challenges and frustrations. The
Marine Science Institute, University of the Philippines.
http://innri.unuftp.is/pdf/Philippine%20Coral%20Reef%20Fisheries.pdf
III. TEACHING AND LEARNING PROCEDURE
A. Activating Prior Knowledge Short Review
Students are tasked to distinguish literary and informational texts. See
Worsksheet
for Activity 1.

B. Establishing Lesson Purpose

The learners try to guess the meaning of the words/phrases that they underlined
based on how they are used in the given sentences. Then, they fill in the blanks
with the letter
that corresponds to the given definitions. See Worksheet for Activity 2.
C. Developing and Deepening Pre-Reading Activity. Refer to Worksheet 3. The lesson begins with students
Understanding matching marine creatures with their habitats. The teacher may ask, “Can you
name the following marine creatures? Do you know what their habitats are?
Draw a line between each marine creature, its name, and its habitat.”
Worked Example
While-Reading: Comprehending Linear Informational Text
The students are asked to read the informational text titled, “Exploring Your
Favorite Seafoods and Where They Live” and they do the tasks that expose them
to the target skills, such as noting important details, identifying text types and
author’s purpose, drawing conclusions, outlining, and summarizing. The following
guide questions are provided before reading. Refer to Worksheets in Activity 4.
D. Making Generalization 1. Learners’ Takeaways
The students complete open-ended sentences by supplying the concepts and
skills
that they have learned from the lesson.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluation Learning Formative Assessment
See Activity 5.

B. Teacher’s Remarks

C. Teacher’s Reflection
 Science
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standard Learners learn that animals and plants live in habitats that meet their basic
needs..
B. Performance Standard
By the end of the Quarter, learners identify that plants and animals have
systems whose function is to keep them alive. They 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 Competencies and
Objectives To explain the importance of studying animals and plants in specific
habitats.
D. Content Plants and animals and their habitats
E. Integration SDG #15 - Life on Land: This goal is about taking care of the places where
animals and plants live on land, like gardens, rice fields, and forests. We
learn to protect these places and the creatures in them.
SDG #14 - Life Below Water: Even though it's about water habitats like
oceans, it's important when talking about seashores and mangrove swamps.
It reminds us to keep the oceans and water habitats clean and healthy for all
the aquatic creatures living there.
II. LEARNING RESOURCES Delos Reyes Jr, R. L., Balabat, F. P., Quicho, K. L., & Rex Book Store. (2023).
Science Links: Worktext for Scientific and Technological Literacy (Revised
Edition). Rex Book Store. pp. 194-201.
III. TEACHING AND LEARNING PROCEDURE
A. Activating Prior Knowledge Short Review: A. Review the previous lesson by doing Habitat Charades
(Terrestrial, Aquatic, Aerial).
Prepare cards with habitat names (e.g., Terrestrial, Aquatic, Aerial) and some
animal names from each habitat on separate cards.
Divide the class into small groups. In each group, choose three players: one
student picks a habitat card, another student picks an animal card to
portray, and another player makes a guess on the name of the animal.
B. Establishing Lesson Purpose Begin by explaining that they are going to explore in more details two
examples of terrestrial habitats – gardens and rice fields, and two aquatic
habitats – seashores and mangrove swamps and why these habitats are
important for both people and other organisms and in maintaining balance in
nature.
Show images of these four habitats on the board. Ensure they are colorful
and visually engaging.
C. Developing and Deepening Guide the students to perform Activity: Lesson 1 Exploring Distinctive
Understanding Features and Importance of Habitats (50 minutes) in the Worksheet.
Divide the students into pairs or small groups, ensuring that each group has
a different habitat assignment.
Encourage students to think about the unique features of their assigned
habitat and explain why their assigned habitat is important for both the
organisms that live there and the overall ecosystem. They should consider
factors such as food sources, shelter, and biodiversity.
D. Making Generalization Encourage students to actively participate in completing the concept map by
providing guiding questions that lead to the desired answers. This will help
them engage more effectively with the material and construct a
comprehensive concept map.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluation Learning This formative assessment, using a Habitat Diorama, allows you to evaluate
students' understanding of habitats, their creativity in representing them,
and their ability to explain the importance of each habitat: gardens, rice
fields, seashores, and mangrove swamps.
Provide students with materials such as cardboard, colored paper, markers,
and small figurines or cut-out images of plants and animals to create a
diorama that represents their chosen habitat. They should include key
elements such as plants, animals, and unique features. Encourage creativity
and attention to detail.
B. Teacher’s Remarks
C. Teacher’s Reflection
 Edukasyong Pantahanan at Pangkabuhayan
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Mga Pamantayang Naipamamalas ng mga mag-aaral ang pang-unawa sa natural na pamamaraan
Pangnilalaman nang pagtatanim, pangangalaga, pagpaparami, pag aani, at pagbebenta ng
halamang ornamental, gulay at punong prutas.
B. Mga Pamantayan sa Naisasagawa ng mga mag-aaral ang natural na pamamaraan nang
Pagganap pagtatanim, pangangalaga, pagpaparami, at pag-aani, at pagbebenta
ng halamang ornamental, halamanag-gulay, at punong-prutas.

C. Mga Kasanayan at
Layuning Pampagkatuto • Naipakikita ang mga paraan ng pangangalaga ng mga pananim
(pre-care, during, post- care).
1. Natutukoy ang iba’t ibang mga pamamaraan ng pangangalaga
ng mga pananim bago, habang at pagkatapos ng naitanim; at
2. Naisasagawa ang iba’t ibang mga pamamaraan ng pangangalaga
ng mga pananim bago, habang at pagkatapos
ng naitanim.
D. Nilalaman Pamamaraan ng Pangangalaga ng Tanim bago, habang, at
pagkatapos naitanim.
E. Integrasyon SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 15: Life on Land
II. BATAYANG SANGGUNIAN SA Agrikultura para sa Kabataan. Nakuha mula sa Mga lskolar ng FYFIP, Ehemplo ng
PAGKATUTO mga Kabataan sa Agrikultura | ATI Calabarzon (da.gov.ph) Bituin, A., et al. (nd)
Learning Modules in Agri-fishery Arts.Batangas State University-Balayan
Campus.
III. MGA HAKBANG SA PAGTUTURO AT PAGKATUTO
A. Pagkuha ng dating Kaalaman Tanong-Tugon: Sagutin ang mga sumusunod na mga katanungan.
Anu-ano ang pagkakaiba ng sekswal at asekswal na pamamaraan ng
pagpaparami ng halaman?
Anu-ano ang mga halaman na maaaring maparami gamit ang sekswal na
pamamaraan? Asekwal na pamamaraan?
Bakit kinakailangang alamin ang mga pamamaraan ng pagpaparami ng
halaman?

B. Paglalahad ng Layunin Paglinang sa Kahalagahan sa Pagkatuto sa Aralin

Think, Pair, Share: Ipakita ang mga larawang nagpapakita ng tamang
pangangalaga sa mga halaman. Hayaan ang mga mag-aaral na pumili ng
kanilang kaperaha. Isagawa ang gawaing ito at sagutan ang mga sumusunod na
gabay-
tanong.
C. Paglinang at PagpapalalimMga Pamamaraan sa Pangangalaga ng mga Pananim
1. Pagproseso ng Pag-unawa
Pagbisita sa Online na Hardin: Panoorin ang mga sumusunod na video clips para
matukoy ang mga iba’t ibang pamamaraan sa pangangalaga ng mga pananim
at sagutin ang mga sumusunod na mga katanungan ang mga pamamaraan ng
pagpaparami ng halaman?
D. Paglalahat Bakit kailangang malaman ang mga iba’t ibang pamamaraan ng pag-aalaga ng
mga pananim?
Anu-ano ang maaaring epekto nito sa atin, sa mga hayop, at kapaligiran kung
hindi natin maayos na naisasagawa ang mga wastong pamamaraan ng
pangangalaga ng pananim?
IV. EBALWAYSON NG PAGKATUTO: PAGTATAYA AT PAGNINILAY
A. Pagtataya Tukuyin Natin: Tukuyin ang pamamaraan ng pag-aalaga ng mga
halaman. Isulat ang iyong sagot sa patlang.
1. Ito ay ginagamit upang masuportahan ang mga pananim na
karaniwang gumagapang gaya ng ampalaya, sitaw, at bataw.
B. Pagbuo ng Anotasyon
C. Pagninilay
Prepared by: Noted:

Heidi R. Salac
Marciano R. De Guzman Jr.
Teacher I
OIC/ Master Teacher I