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

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

Teaching Dates and October 21-25, 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

October 21, 2024 October 22, 2024 October 23, 2024 October 24, 2024 October 25, 2024
I.OBJECTIVES
A.Content Standard Learners learn that animals and plants live in habitats that meet their basic needs
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 Learning Competency
Competencies / The learners make a list or draw up a table with examples of animals and plants in a particular habitat, such as a garden, rice field,
Objectives seashore, and mangrove swamp.
Objectives:
• To explain the importance of studying animals and plants in specific habitats.
• To explore more on terrestrial habitats, specifically gardens and rice fields, describing their unique
characteristics and ecological significance.
• To explore more on aquatic habitats, specifically the seashore and mangrove swamp, describing their unique
characteristics and ecological significance.
II.CONTENT Plants and animals and their habitats
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 ● 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).
Resources Rex Book Store. pp. 194-201.
● Department of Education. (2019). National Science Textbook, Grade 4, First Edition (pp. 133-1146). Papua New Guinea.
● Department of Education. (2019). Science Teacher Manual, Grade 4, First Edition (pp. 122-152). Papua New Guinea.
 ● Department of Education. (Year). MATATAG Curriculum in Science. DepEd Complex, Meralco Avenue, Pasig City, Philippines.
● Exploring Habitats." (n.d.). Retrieved October 16, 2023, from https://letstalkscience.ca/educational-resources/lessons/exploring-habitats
● Republic of the Philippines. (2013). Enhanced Basic Education Act of 2013. Retrieved from https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
● Terrestrial Habitats." (n.d.). Retrieved October 18, 2023, from https://www.vedantu.com/biology/terrestrial-habitat● Republic of the Philippines. (2013). Enhanced
Basic Education Act of 2013. Retrieved from https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
● Terrestrial Habitats." (n.d.). Retrieved October 18, 2023, from https://www.vedantu.com/biology/terrestrial-habitat
IV.PROCEDURES
A.Reviewing previous Directions: Classify the Directions: Encircle TRUE Directions: Answer the How do garden and rice What lessons can we learn
lesson or presenting animals and plants if the statement is correct, question. field habitats contribute to from the interactions
based on their habitats. FALSE if not. the overall health of their between flora and fauna in
What is one thing you can surrounding ecosystems, seashore and mangrove
Narra Bamboo 1. True or False: All do to help conserve these and what can we learn swamp habitats that could
Tarsier Tamaraw organisms rely on their habitats and protect the from these habitats to be applied to enhancing
Butanding habitats to find food, plants and animals that promote biodiversity and biodiversity and
Seagrass water, and shelter. live there? Write your idea. sustainable agriculture in sustainability in other
2. True or False: our communities? ecosystems?
Orchid Biodiversity conservation
Philippine Eagle is not significantly
Dugong Crocodile impacted by the protection
Land Wate Air of habitats.
r 3. True or False:
Ecosystem services
provided by habitats
include benefits like water
filtration and climate
regulation.
4. True or False: Species
do not need to adapt when
their habitats change due
to environmental factors.
5. True or False:
Understanding habitats is
crucial for developing
effective conservation and
restoration strategies.

B.Establishing a purpose Why do you think a habitat Compare the two pictures. Why gardens and rice Are you familiar with these Directions: Classify the
for the lesson is important? What can you say about fields are essential for our plants? Why they are animals and plants
these? What plants and city and how we can all important in our based on their habitats.
animals live in these kinds contribute to their environment?
 of habitats? conservation?
Seagrasses
Beach Grass
Sea Turtles
Shorebirds
Sea Stars
Red Mangrove
Black Mangrove
White Mangrove
Mudskippers
Fiddler Crabs
Herons

MANGROV SEA
E SWAMPS SHORE

C.Presenting examples/
instances of the new lesson
D.Discussing new concepts Habitats provide the Garden Habitats Garden Habitats Seashore Habitats Seashore Habitats
and practicing new skills necessary conditions for A garden habitat is a A garden habitat is a Seashore habitats, also Seashore habitats, also
#1 organisms to thrive, man-made environment, man-made environment, known as coastal known as coastal
including food, shelter, often designed for often designed for ecosystems, are areas ecosystems, are areas
water, and space. Here are aesthetic or agricultural aesthetic or agricultural where land meets the where land meets the
five important reasons purposes, where various purposes, where various ocean. These ocean. These environments
why understanding plants are grown. Gardens plants are grown. Gardens environments are are characterized by sandy
habitats is vital: can range from small can range from small characterized by sandy beaches, rocky shores, tide
1. Survival and home gardens to larger home gardens to larger beaches, rocky shores, pools, and coastal dunes.
Reproduction community gardens, and community gardens, and tide pools, and coastal They provide a unique
Habitats provide the basic they often provide habitats they often provide habitats dunes. They provide a setting for various plant
necessities of life for for diverse species of for diverse species of unique setting for various and animal species that
plants and animals, such animals, including insects, animals, including insects, plant and animal species have adapted to the
as food, water, and birds, and small mammals. birds, and small mammals. that have adapted to the dynamic conditions of
shelter. Animals rely on Characteristics: Characteristics: dynamic conditions of tides, waves, and salt
specific habitats to find the Diverse plant life: tides, waves, and salt exposure.
right food sources, breed, Gardens typically contain a Diverse plant life: exposure. Examples:
and raise their young. mix of vegetables, fruits, Gardens typically contain a Examples: 1.Tide Pools:
Similarly, plants require flowers, and ornamental mix of vegetables, fruits, 1.Tide Pools: Tide pools are depressions
the right soil, climate, and plants, which create flowers, and ornamental in rocky shores that fill with
light conditions to grow microhabitats for various plants, which create Tide pools are depressions seawater during high tide
and reproduce. If these species. microhabitats for various in rocky shores that fill and become isolated
conditions are disrupted or species. with seawater during high during low tide. These
destroyed, species may Human influence: tide and become isolated pools host diverse marine
struggle to survive or Gardens are regularly Human influence: during low tide. These life, including sea stars,
reproduce effectively. maintained by people, Gardens are regularly pools host diverse marine anemones, crabs, and
 Example: The affecting plant maintained by people, life, including sea stars, small fish. The organisms
Philippine Eagle composition, watering affecting plant anemones, crabs, and found in tide pools have
needs old-growth schedules, and nutrient composition, watering small fish. The organisms adapted to withstand
forests for nesting availability. schedules, and nutrient found in tide pools have changing water levels and
and hunting. availability. adapted to withstand salinity, making them vital
Without this Shelter for wildlife: changing water levels and for studying marine
specific habitat, its Gardens attract pollinators Shelter for wildlife: salinity, making them vital biodiversity.
population would (bees, butterflies) and Gardens attract pollinators for studying marine
decline further. small animals (frogs, birds) (bees, butterflies) and biodiversity. 2.Sandy Beaches:
2. Biodiversity that thrive in a semi- small animals (frogs, birds) Sandy beaches are
Conservation controlled environment. that thrive in a semi- 2.Sandy Beaches: important nesting sites for
Habitats support diverse controlled environment. Sandy beaches are various species,
ecosystems where multiple Soil health: Rich, well- important nesting sites for particularly sea turtles.
species interact and maintained soil in gardens Soil health: Rich, well- various species, Female sea turtles return
depend on each other. supports plant growth and maintained soil in gardens particularly sea turtles. to their natal beaches to
Each species plays a role sustains many organisms supports plant growth and Female sea turtles return lay eggs, where the sand
in maintaining the balance like earthworms, which sustains many organisms to their natal beaches to provides a suitable
of the ecosystem, and the help with decomposition like earthworms, which lay eggs, where the sand environment for
loss of one can disrupt the and soil aeration. help with decomposition provides a suitable incubation. These habitats
entire system. Protecting and soil aeration. environment for also support a range of
habitats helps conserve Five examples of plants incubation. These habitats shorebirds that feed on
biodiversity, which is and animals in garden Five examples of plants also support a range of invertebrates along the
essential for ecosystem habitats: and animals in garden shorebirds that feed on shoreline.
stability and resilience 1.Tomato plants habitats: invertebrates along the
against environmental (Solanum lycopersicum) 1.Tomato plants shoreline. 3.Coastal Dunes:
changes. – A common garden (Solanum lycopersicum) Coastal dunes are formed
 Example: Coral vegetable that attracts – A common garden 3.Coastal Dunes: by the accumulation of
reefs serve as pollinators like bees. vegetable that attracts Coastal dunes are formed sand and are often
 habitats for a wide 2.Marigolds (Tagetes pollinators like bees. by the accumulation of stabilized by vegetation
range of marine spp.) – Popular in gardens sand and are often like beach grass. These
species. Protecting for pest control, as their 2.Marigolds (Tagetes stabilized by vegetation habitats provide shelter for
these reefs scent repels harmful spp.) – Popular in gardens like beach grass. These various animals, including
ensures the insects. for pest control, as their habitats provide shelter for rabbits and insects, and act
survival of fish, scent repels harmful various animals, including as natural barriers against
invertebrates, and 3.Butterflies (e.g., insects. rabbits and insects, and storm surges, protecting
other marine life, Monarch butterfly) – act as natural barriers inland areas from flooding.
which also benefits Common garden visitors 3.Butterflies (e.g., against storm surges,
humans through attracted to nectar-rich Monarch butterfly) – protecting inland areas 4.Mangrove Swamp
fishing industries. flowers. Common garden visitors from flooding. Habitats
3. Ecosystem Services attracted to nectar-rich Mangrove swamps are
Habitats contribute to 4.Honeybees (Apis flowers. 4.Mangrove Swamp coastal wetlands
essential ecosystem mellifera) – Essential Habitats dominated by salt-tolerant
services that benefit both pollinators that help plants 4.Honeybees (Apis Mangrove swamps are trees known as mangroves.
nature and humans. These produce fruits and seeds. mellifera) – Essential coastal wetlands These habitats thrive in
include water filtration, pollinators that help plants dominated by salt-tolerant intertidal zones where
carbon storage, soil 5.Earthworms produce fruits and seeds. trees known as seawater and freshwater
formation, pollination, and (Lumbricus terrestris) – mangroves. These habitats mix. Mangroves play a
climate regulation. Healthy Important decomposers 5.Earthworms thrive in intertidal zones crucial role in coastal
habitats ensure the that improve soil quality (Lumbricus terrestris) – where seawater and protection, biodiversity
sustainability of these by breaking down organic Important decomposers freshwater mix. conservation, and carbon
services, which are crucial matter. that improve soil quality Mangroves play a crucial sequestration.
for human livelihoods and by breaking down organic role in coastal protection, Examples:
the environment. Rice Field Habitats matter. biodiversity conservation, 1.Red Mangrove
 Example: A rice field habitat (or and carbon sequestration. (Rhizophora mangle):
Mangrove forests paddy field) is an Rice Field Habitats Examples: The red mangrove is easily
act as buffers agricultural ecosystem A rice field habitat (or 1.Red Mangrove recognizable by its prop
against storm specifically designed for paddy field) is an (Rhizophora mangle): roots that extend above
surges and coastal growing rice. These agricultural ecosystem The red mangrove is easily the waterline, providing
erosion, protecting habitats are often flooded specifically designed for recognizable by its prop stability and support. This
communities while for long periods, creating a growing rice. These roots that extend above species offers critical
providing nursery wetland-like environment habitats are often flooded the waterline, providing habitat for various fish
grounds for fish. that supports a unique for long periods, creating a stability and support. This species, crustaceans, and
4. Adaptation to range of plant and animal wetland-like environment species offers critical birds. The intricate root
Environmental Changes species. that supports a unique habitat for various fish systems also help filter
Understanding habitats Characteristics: range of plant and animal species, crustaceans, and pollutants and stabilize
allows us to see how species. birds. The intricate root shorelines, reducing
species adapt to their Waterlogged systems also help filter erosion.
environment and what conditions: Rice fields are Characteristics: pollutants and stabilize
they need to survive often kept submerged, Waterlogged shorelines, reducing 2.Black Mangrove
changes. When habitats creating an aquatic conditions: Rice fields are erosion. (Avicennia germinans):
are altered due to climate environment that supports often kept submerged, Black mangroves are
change, deforestation, or both rice plants and creating an aquatic 2.Black Mangrove characterized by their
pollution, species may be aquatic organisms. environment that supports (Avicennia germinans): pneumatophores, which
forced to adapt, migrate, both rice plants and Black mangroves are are specialized roots that
or face extinction. Seasonal changes: Rice aquatic organisms. characterized by their grow vertically to obtain
Studying habitats helps fields go through wet and pneumatophores, which oxygen. These mangroves
identify which species are dry phases, especially Seasonal changes: Rice are specialized roots that provide habitat for
at risk and how to support after harvest, which affects fields go through wet and grow vertically to obtain numerous bird species,
their adaptation or the species that inhabit dry phases, especially oxygen. These mangroves including herons and
conservation. them. after harvest, which affects provide habitat for egrets. They also serve as
 Example: As the species that inhabit numerous bird species, a breeding ground for
temperatures rise, Nutrient-rich: The water them. including herons and juvenile fish, playing a vital
some species may and soil in rice fields are egrets. They also serve as role in supporting
shift their habitats rich in nutrients, Nutrient-rich: The water a breeding ground for commercial fisheries.
to higher supporting plant growth and soil in rice fields are juvenile fish, playing a
elevations or and providing food for rich in nutrients, vital role in supporting 3.Mangrove Associated
cooler areas. This various organisms. supporting plant growth commercial fisheries. Fauna:
can affect both the and providing food for Mangrove swamps host a
species and the Wildlife refuge: Rice various organisms. 3.Mangrove Associated variety of fauna, such as
new ecosystems paddies often serve as Fauna: mudskippers and fiddler
they move into. feeding grounds for Wildlife refuge: Rice Mangrove swamps host a crabs. Mudskippers are
5. Conservation and migratory birds and paddies often serve as variety of fauna, such as unique fish that can move
Restoration Efforts provide breeding areas for feeding grounds for mudskippers and fiddler on land and are often seen
Understanding habitats is amphibians and fish. migratory birds and crabs. Mudskippers are foraging in the mudflats.
essential for developing provide breeding areas for unique fish that can move Fiddler crabs are known for
effective conservation and Five examples of plants amphibians and fish. on land and are often seen their distinctive claw and
restoration strategies. and animals in rice field foraging in the mudflats. play an important role in
Protecting critical habitats, habitats: Five examples of plants Fiddler crabs are known aerating the soil,
such as wetlands, forests, and animals in rice field for their distinctive claw contributing to the overall
and grasslands, helps 1.Rice plants (Oryza habitats: and play an important role health of the mangrove
safeguard the species that sativa) – The primary crop 1.Rice plants (Oryza in aerating the soil, ecosystem.
rely on them. Habitat grown in rice fields, which sativa) – The primary crop contributing to the overall
restoration, such as requires waterlogged grown in rice fields, which health of the mangrove
reforesting areas or conditions for growth. requires waterlogged ecosystem.
cleaning up polluted water conditions for growth.
bodies, is also crucial in 2.Snails (e.g., Golden
recovering ecosystems apple snail, Pomacea 2.Snails (e.g., Golden
that have been degraded canaliculata) – Common apple snail, Pomacea
or destroyed. pests in rice fields, feeding canaliculata) – Common
 Example: Efforts on young rice plants. pests in rice fields, feeding
to restore wetlands on young rice plants.
not only protect 3.Frogs (e.g., Common
waterfowl but also Asian toad, 3.Frogs (e.g., Common
improve water Duttaphrynus Asian toad,
quality and provide melanostictus) – Duttaphrynus
flood control Amphibians that breed in melanostictus) –
benefits to nearby the water-filled fields and Amphibians that breed in
human help control insect the water-filled fields and
populations. populations. help control insect
populations.
4.Egrets (e.g., Little
Egret, Egretta garzetta) 4.Egrets (e.g., Little
– Birds that hunt for fish Egret, Egretta garzetta)
and insects in rice paddies, – Birds that hunt for fish
especially during the and insects in rice paddies,
harvest season. especially during the
harvest season.
5.Ricefield rat (Rattus
argentiventer) – A rodent 5.Ricefield rat (Rattus
species that is often found argentiventer) – A rodent
in rice fields, feeding on species that is often found
grains and causing in rice fields, feeding on
damage to crops. grains and causing
damage to crops.
Comparison and
Importance: Comparison and
Importance:
Garden habitats are
primarily human- Garden habitats are
controlled, providing a primarily human-
home for various controlled, providing a
cultivated plants and small home for various
wildlife, while also cultivated plants and small
promoting biodiversity in wildlife, while also
urban or suburban promoting biodiversity in
settings. urban or suburban
settings.
Rice fields function as
 both agricultural systems Rice fields function as
and wetland ecosystems, both agricultural systems
supporting a balance of and wetland ecosystems,
aquatic and terrestrial supporting a balance of
species, with a focus on aquatic and terrestrial
rice production. species, with a focus on
rice production.

E. Discussing new concepts

and practicing new skills
#2
Unique Features of the Activity: Exploring Directions: Classify the Virtual Exploration Direction: Answer the
F.Developing Mastery Habitat: Gardens and Rice Fields animals and plants Mangrove habitat: following questions:
1. Describe the physical based on their habitats. https://
characteristics of your www.youtube.com/watch? 1. Briefly describe the real-
assigned habitat (e.g., Butterfly frog v=ocIaAxhq3RY life story or scenario you
landscape, climate, soil, honeybee duck heard about the
water). rice plant snail Seashore Habitat: conservation of seashores
sunflower https://www.youtube.com/ or mangrove swamps.
1. Observe the images of watch?v=iRoSEsJ4Wkw What positive impact did it
marigold have?
the garden habitat. What
plants did you see? Write
grasshopper rat 1. Observe the images and
2. List at least three
down the names of at least videos of seashores and
unique features of this
three plants. Ricefield Garden mangrove swamps
habitat that make it
a. ___________________ carefully. What do you see
different from other 2. What is one thing you
b. ___________________ in these habitats? Write
habitats. can do to help protect
c. ___________________ down your observations.
a. ___________________ seashore and mangrove
b. ___________________ 2. Did you notice any swamp habitats and the
animals in the garden Mangrove Swamps:
c. ___________________ creatures that live there?
habitat? If so, write down ___________________________
the names of one or more _______________
animals you identified.
3. Observe the images of Seashores:
the rice field habitat. ___________________________
Describe what you saw in _______________
the rice field.
___________________________ 2. Did you notice any
special plants or animals
in these habitats? Write
down the names of one or
 more plants and animals
you observed.
Mangrove Swamps:
___________________________
_______________

Seashores:
___________________________
4. Did you spot any _______________
animals or birds near the
rice field? Write down the
names of one or more
animals or birds you
observed.
__________________________

G.Finding practical
application of concepts and
skills in daily living
H. Making generalizations Unique Features of the Activity: Exploring Directions: Classify the Virtual Exploration Direction: Answer the
and abstractions about the Habitat: Gardens and Rice Fields animals and plants Mangrove habitat: following questions:
lesson 1. Describe the physical based on their habitats. https://
characteristics of your www.youtube.com/watch? 1. Briefly describe the real-
assigned habitat (e.g., Butterfly frog v=ocIaAxhq3RY life story or scenario you
landscape, climate, soil, honeybee duck heard about the
water). rice plant snail Seashore Habitat: conservation of seashores
sunflower https://www.youtube.com/ or mangrove swamps.
watch?v=iRoSEsJ4Wkw What positive impact did it
marigold have?
grasshopper rat 1. Observe the images and
2. List at least three
1. Observe the images of videos of seashores and
unique features of this
the garden habitat. What Ricefield Garden mangrove swamps
habitat that make it
plants did you see? Write carefully. What do you see
different from other 2. What is one thing you
down the names of at least in these habitats? Write
habitats. can do to help protect
three plants. down your observations.
a. ___________________ seashore and mangrove
b. ___________________ a. ___________________ swamp habitats and the
b. ___________________ Mangrove Swamps:
c. ___________________ creatures that live there?
c. ___________________ ___________________________
2. Did you notice any _______________
animals in the garden
 habitat? If so, write down Seashores:
the names of one or more ___________________________
animals you identified. _______________
3. Observe the images of
the rice field habitat. 2. Did you notice any
Describe what you saw in special plants or animals in
the rice field. these habitats? Write
___________________________ down the names of one or
_______________ more plants and animals
you observed.
Mangrove Swamps:
___________________________
_______________

Seashores:
___________________________
_______________

4. Did you spot any

animals or birds near the
rice field? Write down the
names of one or more
animals or birds you
observed.
___________________________
_______________
I.Evaluating learning Direction: Answer the Direction: Answer the Directions: Compare and Direction: Answer the Direction: Reflect on what
following questions: following questions: contrast the rice field following questions: you've learned during this
habitat and garden activity. Write a brief
1. Explain why your 1. Why do you think it's habitat. 1. Why do you think it's summary of why seashores
assigned habitat is important to protect important to preserve and mangrove swamps are
important for plants, gardens and rice fields in seashore and mangrove important, and how we can
animals, and the overall our city? Write your swamp habitats? Write all contribute to their
ecosystem? thoughts. your thoughts. conservation.

2. Provide examples of 2. How do you think 2. Imagine if these

specific plants or animals conserving these habitats habitats weren't protected.
 that depend on this habitat can benefit agriculture and What problems could it
for survival. biodiversity? Explain. cause for coastal
communities and marine
life?

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