School: Kay-Anlog Elementary School Grade Level: IV

GRADES 1 to 12 Teacher: Mary Grace C. Agno Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and Time: NOVEMBER 28-DECEMBER 02, 2022 (WEEK 4) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of animals have body Plants have body parts that make them adapt to land or water
parts that make them adapt to land or water

B. Performance Standards The learners should be able to construct a prototype model of Construct a prototype model of organism that has body parts
organism that has body parts which can survive in a given which can survive in a given environment
environment

C. Learning Competencies/ Infer that body structures help Infer that body structures Infer that body structures help Identify the specialized Identify the specialized
Objectives animals adapt and survive in help animals adapt and animals adapt and survive in their structures of terrestrial and structures of terrestrial and
( Write the Code for their particular habitat survive in their particular particular habitat aquatic plants aquatic plants
each) S4LT-IIa-b-4 habitat S4LT-IIa-b-4 S4LT-IIe-f-9 S4LT-IIe-f-9
S4LT-IIa-b-4
• Compare the animals’ body
• Infer that animals have movements in a particular
different body structures that habitat
make them adapt to water. • Show love for animals by citing
• Compare the body parts of ways on how to protect
animals that enable them to them as well as their habitats
protect from other animals
• Show care and appreciation
for animals.
II. CONTENT Body Parts of Animals for Food Structures of Animals for their Body Movements of Animals in Terrestrial Plants Aquatic Plants
( Subject Matter) Getting/Eating Protection their Habitat

III. LEARNING
RESOURCES
References
1. Teacher’s Guide pages Pages 103-105 Pages 108-111 Pages 111-113 Pages 122-124 Pages 124-128
2. Learner’s Material pages SLM pages 13-16, LM pages SLM pages 13-16, LM pages SLM pages 13-16, LM pages 109- SLM pages 17-20, LM pages SLM pages 17-20, LM pages
109-110 109-110 110 116-118 119-120
 3. Textbook pages
4. Additional Materials https://www.youtube.com/ https://www.youtube.com/ https://www.youtube.com/ https://www.youtube.com/ https://www.youtube.com/
from Learning Resource watch?v=eVNClIvlCO8 watch?v=6EEHAaNkKjs watch?v=y3Qtf6T6cuo watch?v=I9SJyW-I_dw watch?v=_IQTFi6I_TQ
LR portal
A. Other Learning Video clip, PPT, pictures of Video clip, PPT, pictures of Video clip, PPT, poem “I can be Video clip, PPT Video clip, PPT, picture of
Resources animals animals any animal” plants
IV. PROCEDURE
A. ENGAGEMENT 1. Instruct the pupils that they Ask: Ask: How do animals protect Say: Motivation:
are going to make “ safari” 1.Are you familiar with the themselves against their enemies? 1.“We just studied about Say: We will take a closer look
2. Ask them to group the game “ Hide and Seek?” (The teacher may present to the different kinds of animals living at water plants today.
pictures they have brought 2. Tell them that they are class the pictures of turtle, squid, in land and water. Do we find
according to their body going to play that game. The and frog.) plants growing in land and State the mechanics of the
coverings as shown below. “ It” will be the prey ( animals water too?” game entitled “Oh my Plants”
( Note: provide pictures of eaten ) and the seekers Present the poem to the class. Let
animal fur, scales and will be the predator ( animals the pupils read the poem. If 2.Take the pupils around the -Two pupils will stand at the
feathers ) that eat other animals ) possible, the poem may be sang to school grounds and make them back of the room while the
3. As the teacher says “Go”, the tune of any modern song. list/name and draw plants they teacher is in front facing the
Say: the pupils will seek for the see. One plant per pupil is pupils.
How did you group the creature that the teacher hid I can be Any Animal enough. -Teacher flashes pictures of
animals? before the start of the class. terrestrial plants.
How do you think these ( Note: Teacher must make at I can hop like a rabbit 3.Elicit their answers or gather -Whoever name th plant
animals get or eat their food? least 3 creatures that I can jump like a frog. their drawings. Consolidate or correctly, shall step forward
blend with surroundings I can waddle like a duck. group the names/drawings into -A child who reaches the finish
Say: ( Example: grasshopper I can run like a dog. those that grow on land and line wins the game.
Today we will study about the blending with board ) I can fly like a bird. those that grow on water.
different body structures of 4. Give them two minutes to I can swim like a fish. Unlock the words:
animals and how they adapt in find the objects. The fastest I can be animal that I wish. Plants that Plants that Aquatic Habitat- is a specific
water. pupil who will find the grow on land grow in place where aquatic plant or
Also, we will look into their creature shall be declared the water animal naturally or
Ask:
specific structures enabling winner. normally lives or grow.
-What are the animals mentioned
them to survive and eventually Ask: Floating Plants- are plants
in the poem? How do they move?
get food for their survival and • How did you find the with broader leaves that float
(Teacher must write all the
adaptation. activity? Why? on
answers on the board.)
• How do you think animals top of water.
-Do animals move the same way?
protect themselves from Submerged Plants- these
Why not?
their enemies? plants live under the sea or
Let the learners write their inside
Emphasize the movements
answers on the prediction/
 hypothesis board below. mentioned. Ask volunteers to do an aquarium.
I think each movement in front of the Emergent Plants-are rooted
________________________ class. Tell everyone to stand and plants often along the
_________ do the movements demonstrated shoreline
________________________ by their classmates. that stand above the surface
___________________. of the water
Say:
Today we will study about the
different body structures of
animals to protect themselves
from other animals.
B. EXPLORATION -Let the pupils do Lesson 22: LM Tell the pupils do Lesson 23: Show a video “How do Animals Show a video of Characteristics Show a video of
Activity 1- “How do LM Activity 1-“How does Move in a Particular Habitat” of Terrestrial Plants. Characteristics of Aquatic
Animals Get/ Eat their Food?” appearance of animals help Plants.
(individual activity) protect them from their • Ask the pupils to list all the Based on the video, write your
enemies?” animals they have seen over observation on the table below Based on the video, write your
the video on metacards. about the characteristics of observation on the table below
What you need: • Compare their similarities and terrestrial plants. about the characteristics of
stopwatch, paper, pen, differences in terms of aquatic plants.
Manila paper, marker movement. Discuss within the
What to do: group.
1. Look at the picture. • Place them in the proper row
below.

2. Count the total number of

cows in the picture.
3. Record the time you started
and finished counting.
4. Answer the questions that
follow. Do this in your
notebook.
Guide Questions:
1. How many cows did you
find?
2. How long did it take you
counting the cows?
 3. Did you find difficulty in
counting the total number of
cows? Why?
C. EXPLANATION • What are the different body 1.Discussions and • Checking of outputs Guide Questions: Guide Questions:
structures of animals clarifications of the results of • Discussing and comparing the 1.What is common to all plants?
for getting/ eating food? the activity. results of activities. 2. Do plants have the same 1. What plants did you
• Why do you think these parts 2. Discuss the different stem? If not, give their observe?
are essential? structures of animals that Guide Questions: differences. 2. What are the parts of
• Again, why do animals have protect themselves from their a. How do animals that live on 3.Do plants have the same each plants that you
different body parts enemies. land move? leaves? If not, give their observed?
for getting / eating food? 3. Present more pictures of b. How do animals that live on differences. 3. What are the parts that
animals and let the pupils water move? 4. What do you call the plants are common to the
identify their protective c. How do animals that can live that grow in land? plants?
structures. both in water and on land 5. What new things have you 4. What can you say about
( Note: Insert pictures of move? learned about the video that the characteristics of
sharp pointed teeth and paws d. Are there animals that can you watched? aquatic plants that you
of move in different ways? What are the characteristics of have observed?
lion, sting of an ant, pincers of e. Why do animals move in these plants? 5. What are the similarities
crabs, legs of an ostrich and different ways? How would these characteristics in characteristics
horse, horns of carabao) f. Ask the pupils to give other enable the plants to survive? between terrestrial and
examples of animals for each aquatic plants?
movement. 6. What new things have
Ask them the part that an animal you learned today?
use for moving.
Emphasize that not
all animals with wings can fly.
Explain the reasons why.
D. ELABORATION • Let them watch a video clip 1. Fill in the dialogue balloons The teacher will further explain Terrestrial plants are plants that Help the pupils construct and
about animals with the way the animal the lesson by discussing the grow on land. Some terrestrial express their own
and how they get food. protect itself. answers to the guide questions. plants are small, others are big. understanding
(Teacher will provide video) ( Note: Insert dialogue There are plants with big trunks that:
• Observe how animals eat. balloons with pictures of • Animals that live on land move while others have soft stem.
• Record your observations in animals like frog, turtle and in different ways. Some Other plants bear flowers while • Aquatic plants are plants
your notebook. squid illustrated on walk, hop and jump. Others fly others do not. that have adapted to living
and crawl. within aquatic or watery
• Most animals that live in water Terrestrial plants grow in environments. They are also
2. Say: swim. But some aquatic different places. There are referred to as hydrophytes.
animals have legs, too, for plants that grow directly on the These plants require
• Many animals have the walking examples are shrimp, soil while others grow on rocks. special adaptations for living
color of the environment they prawn, crabs. submerged in water or
live in. Some animals protect • Animals that can live both in Other plants cling to the fence at water surface. Aquatic
themselves against their water and on land can while the most number of plants plants can grow only in
enemies through protective either walk, hop, jump or swim. are found in the field. water or in soil that is
coloration called camouflage. • Animals move differently permanently saturated with
• This adaptation allows some depending on their habitat Plants living in different places water. Aquatic vascular plants
animals to blend with their and their body structures. are exposed to varied conditions can be ferns or
surroundings. Other animals however; their structures are angiosperms (from variety of
imitate shapes, smell, tastes, Habitat is an ecological or suited to particular needs. families including
color, or even the sounds of environmental area that is For example: forest plants tend among the monocots and
other animals. This behavior is inhabited bya particular species to grow tall and sturdy dicots). In the ecosystem,
called mimicry. of animals, plants or other type aquatic plants serve as food
• Most insects secrete of organism. Shapes and sizes of the leaves for animals living in the
chemicals that they use are also important for survival. sea and prevent shorelines,
protect themselves like squid, Have the pupils formulate the Plants like bananas produce big, ponds, and lakes from
wasp, and snake. concept based on the activities broad leaves to efficiently trap eroding by providing soil
• Other animals protect their and discussions. more energy. stability.
own kind. Monkeys, elephant,
and penguins travel through The teacher will address • Floating Plants have leaves
Plants with waxy leaves help to
the jungle in family groups. misconceptions of ideas. that float on top of water
protect themselves from
• They scatter themselves to that expose to the upper
dehydration as a result of too
look for food but they do not The teacher will add information surface of the leaves to
much exposure to the sunlight.
go far from one another. They if needed. sunlight. In floating plants, the
stay within hearing distance. chlorophyll is restricted
Some plants have also
When there is danger, they to the upper surface. Lotus,
Say: Habitat is an ecological or developed structures to store
group together. They protect duckweed and water lily
environmental area that is water especially in the desert.
each other. are examples of floating
inhabited by a particular species Cactus is the best example of
• Not all animals can move plants. Floating plants like
of animal plant or other type of desert plant.
fast so it would be difficult for the water lily are not attached
organism.
them to run away from their to the bottom. Most
enemies. How do these Roots of the plants adapt
have roots that hang on the
What will you do in order to themselves too their habitat.
animals protect themselves? water from the floating
protect animals’ habitat? They differ in sizes and shapes
• Animals such as turtles, leaves of lily pads. Floating
Why do you think it is important too. These characteristics are
crabs, snails, and oyster have leaves tend to be much
to protect the animals’ habitat? determined by their functions.
protective shell covers. When broader and remain flat on
in danger they keep their the water, taking
bodies inside their shells. Government Thrust:
advantage of the full sun. One
 Environmental Sanitation type of water lily called
Integration: ESP, AP Victoria has very large, green
Value integration: leaves that lie on top of
Preservation of animal the water surface. Its leaf is 3
Subject integration: meters in diameter.
Araling Panlipunan/ ESP
• Some aquatic Plants are
You’ve learned that your submerged in the water.
neighbor is selling parrot, You find these plants under
iguana, tortoise and other the sea or inside the
endangered species in his aquarium. They have soft
pet shop without a permit stem that makes them rise
from the government. above the surface of the
water. Submerged plants
• What is the right thing for lack strong water support
you to do about this matter? system in stems. Instead,
• What agencies will you be leaves directly absorb water,
working with to solve this nutrients and dissolved
issue? Who will you call the gases. If these plants are
attention to save the species removed from the water
mentioned? Why? they will wilt very quickly as
• What is the importance of the normal water
preserving our endangered transport system is poorly
animals? developed. There are also
no stomata on the leaves.
Roots of submerged plants
hold the plants strongly in the
soil. Submerged plants
like the waterweed, typically
form flowers above the
water surface. Aquatic plants
like Elodea need
enough space and anchorage.
You also need to
protect the plants from
unnecessary damage. Snails
and plant – eating fishes
should be kept to a
minimum. Once your plants
reach the surface, cut
them and replant the cuttings.
They will soon grow a
new root system. This will also
give the younger
leaves enough sunshine. Some
aquatic plants will
grow better if they are
attached to rocks to secure
them in place.

• Some aquatic plants are

emergent plants, such as
the arrowhead and cattail.
Emergent plants are
rooted plants often along the
shoreline that stand
above the surface of the
water. The stems of
emergent plants are
somewhat stiff or firm. Their
leaves are very thin and
narrow. Emergent plants
cannot grow in the deeper
parts of the water since
their stems and roots are not
strong enough to
support them against the
water currents.
 What is an aquatic plant?
What are the different kinds
of aquatic plants?
What makes them common
and different from one
another?

Ask: What do you think will

happen to aquatic plants
when
planted to soil? Is it advisable
to change the habitat of a
plant?
Why not?
E. EVALUATION Connect the following animals in Look at the pictures of animals. Directions: Read very carefully Write T if the picture shows Write the letter of the best
Column A to the body parts they Identify how protect and encircle the letter of the best terrestrial plant and NT if not. answer.
use in getting food in Column B. themselves against their answer. Refer to the diagram below.
enemies. Choose the letter of
A B your answer inside the box. 1. Which of the following animals
1.duck A. move in the same way?
A. bird, butterfly, mosquito 1.
A. Camouflage
B. Mimicry B. dog, fish, frog 1. Which of these plants are
2.mosquito B. C. Secrete chemicals C. duck, worm, snakes aquatic?
D. Family groups a. A and B c. A and C
E. Shells 2. Animals use their legs to move b. b. C and D d. B and D
3.frogs C. from place to place. How do
cows, carabaos, horses, use their 2. 2. Plant A is an example of a/
hooves? an___.
A. to keep them warm a. Emergent plant
4.hawk D.
B. for chewing grass and leaves b. Floating plant
1. C. help them move in water
5.cat E. c. Land plant
D. help them walk even on hard d. Submerged plant
Rocks
3.
3. What is common among
2. 3. An animal has hind legs. Which the plants in the pictures?
of the following can it do? a. They need soil to live
 A. flying B. hopping b. They are aquatic plants
C. running D. walk c. They are terrestrial plants
d. They all have chloroplast
3. 4. Why do animals move in
different ways? 4. In what ways are the plants
A. They have the same body above are different?
structure adapted to their habitat a. They need water to live
B. They have different body 4. b. They are terrestrial plants
structure adapted to their c. They can live without
habitat. sunlight
4. C. They can either walk, hop, or d. They live in different
jump environments

5. Your Aunt gave you a bird as a 5. In what way does picture A

gift on your birthday. You know and B similar?
5.
5. that there are no trees around a. They are both aquatic
your place. What will you do? b. They are both aerial plants
A. I will plant a tree for my bird. c. They are both terrestrial
B. I will put it in the cage. plants
C. I will set the bird free to let d. They can live both in water
them stay in their natural habitat. and land
F. EXTEND

V. REMARKS

VI. REFLECTION

A.No. of learners earned 80%in

the evaluation.

B . No. of learners who required

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 learner 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
used/discover which I wish
to share with other
teachers?

Prepared by:

MARY GRACE C. AGNO

 Teacher I Checked by:

MYLENE A. QUILITIS
Master Teacher I

Checked/Noted by:

JOHN I. DOMINGO,Ed.D
Head Teacher-III

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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