MATATAG School Libis Baesa Elementary School Grade 4
Kto10 Teacher KAREN G. GASPAR Subject SCIENCE
Daily Lesson Date and October 7, 2024 Quarter: 2ND
Log Time
Quarter 2 DAY 1
A. Content Learners learned that animals and plants have systems that
Standards function to keep them alive.
B. Performance By the end of the Quarter, learners identify that plants and animals
Standards have systems whose function is to keep them alive.
The learners describe in simple terms how the following
C. Learning human body systems work: muscular, skeletal, digestive,
Competencies
circulatory, and respiratory.
and Objectives
1. Summarize the basic functions of the digestive system in a
way that is easy for others to understand.
2. Outline the key components and functions of the circulatory
system in a clear and simple manner.
Describe how the respiratory system works in straightforward terms.
D. Learning Identify the different parts and Functions of human body systems
Objectives
E. Instructional
Design framework
feature (s)
F. 21st Century Skills
II. CONTENT Human Body Systems
- Digestive system
- Circulatory system
- Respiratory system
III. LEARNING RESOURCES
A. References
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Short Review (Past Lesson)
Knowledge Muscular and Skeletal Systems:
Guide Questions:
● What are the different activities that you do every day?
● What helps you do those activities?
● How do the muscular and skeletal system protect the
different parts of our body? (i.e., car/motorcycle accidents, collision, hit by
hard objects, sudden fall from a high place, stampede, pushing, etc.), draw
out concept of dislocation, fracture, broken bone, bruises etc.)
● What healthy practices should we do we to take care of our
muscular and skeletal system?
Lesson Where do you think the food we take go?
Purpose/Intention
Lesson Language
Practice
During Lesson Proper
Reading the Key https://youtu.be/ZBZWgrfZFbU
Idea/Stem
Developing Ask questions about the video watched
Understanding of the
Key Idea/Stem
Deepening Elaborate the different parts and functons of the digestive system
Understanding of the
Key Idea/Stem
Post/ After Lesson Proper
Making Generalizations What are the different parts and functions of the digestive system?
and Abstractions at
Evaluating Learning Label the parts of the digestive system
Additional Activities for
Application or
Remediation (if
applicable)
Remarks
Reflection
Prepared by: Noted:
KAREN G. GASPAR MARIA IDEL C. MALAY
Teacher Principal
MATATAG Kto10 School Libis Baesa Elementary School Grade 4
Daily Lesson Log Teacher KAREN G. GASPAR Subject SCIENCE
Date and October 8, 2024 Quarter: 2ND
Time
Quarter 2 DAY 2
A. Content Learners learned that animals and plants have systems that
Standards function to keep them alive.
B. Performance By the end of the Quarter, learners identify that plants and animals
Standards have systems whose function is to keep them alive.
C. Learning The learners describe in simple terms how the following
Competencies human body systems work: muscular, skeletal, digestive,
and Objectives circulatory, and respiratory.
3. Summarize the basic functions of the digestive system in a
way that is easy for others to understand.
4. Outline the key components and functions of the circulatory
system in a clear and simple manner.
Describe how the respiratory system works in straightforward terms.
D. Learning Identify the basic Functions of the Digestive System
Objectives
E. Instructional
Design framework
feature (s)
F. 21st Century Skills
II. CONTENT Digestive System
III. LEARNING RESOURCES
G. References
H. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Relate to real life experience of learners by asking questions like: What
Knowledge food did you eat this morning for breakfast? Why did you eat them?
What do you get from them? What do you think happened to the food
that you ate? Where did it go?
Lesson Purpose/Intention Digestive System
● Conduct a "Digestive System Relay" game where students act
out the journey of food through the digestive system using simple
props.
● Share examples of favorite foods and discuss how the digestive
system breaks them down into nutrients that our bodies need to stay
healthy.
● Emphasize that understanding digestion helps make healthy
food choices.
● Stress that food passes through different parts inside the body
and are changed into a form which the body could help nourish itself to
keep its parts in normal functioning.
● Prove the understanding of the bad effects of not eating healthy
food/balanced diet to the body.
Lesson Language Practice
During Lesson Proper
Reading the Key Digestive System
Idea/Stem
● Provide students with a list of related words such as "digest,"
"process," "absorb," "nutrients," and "eliminate."
● Encourage the students to find and write down simplified
explanations or synonyms for these words.
Developing ● Provide students with a graphic organizer with labels for
Understanding of the Key different parts of the digestive system, such as the mouth, esophagus,
Idea/Stem stomach, small intestines, large intestines, and anus/anal canal.
● Ask students to fill in the functions of each part in simple terms.
● Encourage students to present their graphic organizers and
explanations to the class.
2. Worked Example
● Think of our digestive system as a 'buko salad' preparation. Just
as we cut, mix, and prepare ingredients for a delicious salad, our
digestive system processes the food we eat. It breaks down the 'buko'
(coconut), 'sugar,' and other ingredients into smaller pieces, mixes
them into “liquid” form so our body can absorb the 'nutrients.' This
gives our body energy,
Deepening 3. Lesson Activity
Understanding of the Key
● Create a "Digestive Adventure" game. Each student represents a
Idea/Stem
piece of food and goes through a series of stations that represent
different parts of the digestive system (e.g., mouth, esophagus,
stomach, small intestines, large intestines and anus).
● At each station, students act out the role of that part of the
digestive system and explain its function in simple terms.
● Discuss the game as a class, emphasizing the digestive system's
job of breaking down food and absorbing nutrients.
● Use the concept cartoon below to generate classroom
discussions where students can discuss and apply their understanding
of the digestive system in a simple and engaging way. Students need to
select one statement from the scenario and then let them explain why
they chose the said statement.
The photo at the center is obtained from:
https://www.istockphoto.com/illustrations/children-eating-school-
lunch
Post/ After Lesson Proper
Making Generalizations Digestive System: Basic Functions
and Abstractions at
Direction: Use the flowchart below to show the sequential process of
how the important parts of the digestive system supports the process
of digestion. List downthe parts of the digestive system and their
specific functions
Evaluating Learning
Additional Activities for
Application or
Remediation (if
applicable)
Remarks
Reflection
Prepared by: Noted:
KAREN G. GASPAR MARIA IDEL C. MALAY
Teacher Principal
MATATAG School Libis Baesa Elementary School Grade 4
Kto10 Teacher KAREN G. GASPAR Subject SCIENCE
Daily Lesson Date and Quarter: 2ND
Log Time
Quarter 2 DAY 3
A. Content Learners learned that animals and plants have systems that
Standards function to keep them alive.
B. Performance By the end of the Quarter, learners identify that plants and animals
Standards have systems whose function is to keep them alive.
The learners describe in simple terms how the following
C. Learning human body systems work: muscular, skeletal, digestive,
Competencies
circulatory, and respiratory.
and Objectives
5. Summarize the basic functions of the digestive system in a
way that is easy for others to understand.
6. Outline the key components and functions of the circulatory
system in a clear and simple manner.
Describe how the respiratory system works in straightforward terms.
D. Learning Identify the basic functions of the circulatory system
Objectives
E. Instructional
Design framework
feature (s)
F. 21st Century Skills
II. CONTENT Respiratory System
III. LEARNING RESOURCES
C. References
D. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Knowledge Let students examine their hands, palms, arms and look for the
“blue colored”
tube-like structures under the skin.
Ask: What do you think is it? What do they do?
Relate into life experiences: Do simple exercise
such as jog in place. Breather in and breathe
out.
Ask: How did you feel? What comes in and what comes
out?
Remember that air is one of the basic needs of living things we learned
before. We learned that air contains oxygen and other gases.
Lesson
Purpose/Intention
Lesson Language
Practice
During Lesson Proper
Reading the Key https://youtu.be/qk8gw2rDGj8
Idea/Stem
Developing Ask questions about the video watched
Understanding of the
Key Idea/Stem
Deepening Eloborate the different functionsof the circulatory system
Understanding of the ● Provide students with a list of related words such
Key Idea/Stem as “blood”, “heart”, “blood vessels”, “pump”,
“oxygen” and “nutrients”.
● Ask the students to find and write down
simplified explanations or synonyms for these
words.
Post/ After Lesson Proper
Making Generalizations What is the main function of the circulatory system?
and Abstractions at
Evaluating Learning Identify the following
1. It is also called as the cardiovascular system?
2. It pumps blood to the different body parts.
3. It circulates around our body
Additional Activities for
Application or
Remediation (if
applicable)
Remarks
Reflection
Prepared by: Noted:
KAREN G. GASPAR MARIA IDEL C. MALAY
Teacher Principal
MATATAG Kto10 School Libis Baesa Elementary School Grade 4
Daily Lesson Log Teacher KAREN G. GASPAR Subject SCIENCE
Date and October 10, 2024 Quarter: 2ND
Time
Quarter 2 DAY 4
A. Content Learners learned that animals and plants have systems that
Standards function to keep them alive.
B. Performance By the end of the Quarter, learners identify that plants and animals
Standards have systems whose function is to keep them alive.
C. Learning The learners describe in simple terms how the following
Competencies human body systems work: muscular, skeletal, digestive,
and Objectives circulatory, and respiratory.
a. Summarize the basic functions of the digestive system in
a way that is easy for others to understand.
b. Outline the key components and functions of the
circulatory system in a clear and simple manner.
Describe how the respiratory system works in straightforward terms.
D. Learning Identify the components and functions of the Circulatory System
Objectives
E. Instructional
Design framework
feature (s)
F. 21st Century Skills
II. CONTENT Circulatory System
III. LEARNING RESOURCES
G. References
H. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Cite cases like some people die during housefire not directly by
Knowledge burning but due to suffocation due to less oxygen intake or
during a very crowded jam-packed unventilated place or packed
airconditioned room.
What other situations that may happen where the body could
not get the needed oxygen?
Lesson Purpose/Intention Start with an engaging video showing how the human circulatory
system transports oxygen and nutrients throughout the body.
● Organize a "Blood Flow" race where students represent
blood cells and follow the path through a giant model
of human circulatory system (Teacher may use a draw
the track/route on the ground or by using cut- out
pictures).
● Emphasize that different parts inside the body are
responsible for distributing food nutrients to all
other parts inside the body and gets rid/removes
wastes /unwanted substances out from the body.
● Discuss how a healthy circulatory system supports
physical activities and overall well-being.
Lesson Language Practice
During Lesson Proper
Reading the Key
Idea/Stem
Developing Explicitation
Understanding of the Key ● Show students a labeled diagram of the circulatory
system, including the heart, blood vessels, and major
Idea/Stem
organs.
● Have students annotate the diagram with
straightforward explanations of the functions of each
component.
● Discuss the importance of the circulatory system in
providing nutrients and oxygen to the body.
1. Worked Example
● Our circulatory system is like the traffic system in
our country. The 'jeepney' (local transportation)
serves as the blood which carries the passengers
(oxygen and nutrients) along the roads or highways
(blood vessels).
The blood carries 'passengers' like oxygen and nutrients to different
'destinations' in our body, ensuring everything works smoothly.
Understanding the circulatory system and taking care of it is crucial
for a long and healthy life, just like caring for our streets and
highways, and our beautiful archipelago.
Deepening Lesson Activity
Understanding of the Key ● Provide students with a blank diagram of the
Idea/Stem circulatory system (including the heart,
blood vessels, and lungs).
● Ask students to label the key components and
describe their functions in simple language.
● In a group discussion, have students share their
diagrams and explanations, facilitating a class-wide
understanding of the circulatory system's role in
circulating blood and oxygen.
● Use the concept cartoon below to generate
classroom discussions where students can discuss
and apply their understanding of the circulatory
system in a simple and engaging way. Students need
to select one statement from the scenario and then
let them explain why they chose the said statement.
Th
photo at the center is obtained from:
https://www.nagwa.com/en/explainers/937160464196
/
Post/ After Lesson Proper
Making Generalizations What are the parts and functions of the circulatory system?
and Abstractions at
Evaluating Learning
Direction:
Complete the table below by listing the parts of the circulatory
system on the left side and by describing their functions on
the right side of the column.
Additional Activities for
Application or
Remediation (if
applicable)
Remarks
Reflection
Prepared by: Noted:
KAREN G. GASPAR MARIA IDEL C. MALAY
Teacher Principal
