MATATAG School SAN FELIX ELEMENTARY SCHOOL Grade Level Four

K to 10 Curriculum
Name of Teacher MINORKA R. LARANO Learning Area Science
Weekly Lesson Log
Teaching Dates and Time November 11-15, 2024 Quarter Second

DAY 1 DAY 2 DAY 3 DAY 4 Day 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards Learners learned that animals can be grouped according to the food that they eat.

B. Performance 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
Standards 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 The learners use information from The learners use information from The learners use information from secondary The learners use information from secondary Catch
Competencies and secondary sources to group animals secondary sources to group animals sources to group animals according to the sources to group animals according to the food Up
Objectives according to the food they eat. according to the food they eat. food they eat. they eat. Friday
Some are: Some are: Some are: Some are:
a. plant eaters (herbivores); a. plant eaters (herbivores); a. plant eaters (herbivores); a. plant eaters (herbivores);
b. meat eaters (carnivores); and b. meat eaters (carnivores); and b. meat eaters (carnivores); and b. meat eaters (carnivores); and
c. plant and meat-eaters plant and meat-eaters (omnivores). plant and meat-eaters (omnivores). plant and meat-eaters (omnivores).
(omnivores).

D. Content Animals and the Food they Eat Animals and the Food they Eat Animals and the Food they Eat Animals and the Food they Eat
(Herbivores) (Carnivores) (Omnivores) (Herbivores, Carnivores, Omnivores)

E. Integration Biological Diversity

Values Integration

II. LEARNING RESOURCES

● Bradford, A. (2016). Herbivores: Facts About Plant Eaters https://www.livescience.com/53452-herbivores.html

● Dela Cruz, S.B., Lekcharoen, M.L., Guia, G.R., Ortiz, K.A.P., & Salandanan, G.G. (2022). Science You Can Do. Sibs Publishing House, Inc. p. 118. 2
● Department of Education. (Year). MATATAG Curriculum in Science. DepEd Complex, Meralco Avenue, Pasig City, Philippines.

III. TEACHING AND LEARNING PROCEDURES

A. Activating Prior A. Identify the body parts used by the Let’s sing! “Old Mc Donald had a Farm” Let’s sing and learn! Write the letter of the food of each animal in the
Knowledge given animals in getting or eating their https://www.youtube.com/watch?v=_6 https://www.youtube.com/watch?v=fy9tEiaX box.
food. HzoUcx3eo z9M
1. Frog
2. Dove Look at the chart.
3. Cow What do they eat?
4. Butterfly
5. Cat

B. Rearrange the letters to form the

 correct word described in the following
statements.
EHRBIRESVDO are animals that eat
plants only.
RACNIRESVO are animals that eat meat
only.
NMOIRESVO are animals that eat both
plants and animals.
ERPDARSTO are animals that hunt and
What am I eating?
kill other animals.
Guess what these animals eat. Cut and play.
YSPRE animals that are hunted and killed
by other animals.

B. Establishing Lesson Study Study Study Watch and learn!

Purpose Study each set of pictures. Determine Carefully observe the pictures and make MEET MY PET! https://www.youtube.com/watch?v=naq3TPa
which organism does not belong to the a list of the animals that you can identify. 7PfM
group and state why this organism does Note any features that stand out.
not belong.
1. cow, horse, lion, carabao
2. butterfly, bees, dragonfly, frog
3. snake, lion, crocodile, deer

Analyze the pictures of animals. Then

answer the questions below the pictures.
Do you have a pet?
Describe your pet and how do you take good
care of it.

Process questions:
1. Examine the pictures of the pets brought in
by your classmates. Can you identify any
Sort the animals into two categories: features or behaviors that suggest whether the
those that eat plants only and those that pets are plant eaters or meat eaters?
eat other animals. 2. What do you call the animals that eat both
Questions plants and meat?
- How did you decide which animals eat 3. What do you think is the importance of
Questions:
plants and which ones eat other understanding an animal's dietary needs for
● How would you describe the teeth of
animals? - What do you call animals that proper care?
the animals?
eat plants only? How about animals that 5. If omnivores eat both plants and animals like
● What food do these animals eat?
eat other animals? us, are we also omnivores?
● What would you call this group of
- What do you think are the specific
animals?
features or characteristics of carnivores
● What other animals can you give that
that help them survive in their
belong to this group
environments?
 - What ideas did you come up with for
helping to protect wild animals?

C. Developing Activity 1 Activity 1 Activity 1 Activity 1

and Deepening Using the given picture of a farm, identify Look closely at the Lion illustration below 1. Look at the pictures of the yummy food A. Draw a line from the animal on the left to
Understanding the animals that eat plants only. Then and match the terms on the right to the items below. the food they eat. Then, identify if herbivores,
complete the chart and answer the corresponding parts of the lion's body. 2. Read the descriptions of the awesome carnivores, or omnivores.
question. omnivores on the next page.
3. Draw lines to connect each food item to
the omnivore who would most likely eat it.

Questions:
1. Where do herbivores (plant eaters) get Explain how each part helps the lion
their food?
hunt. Activity 2
2. How do herbivores (plant eaters) get
Example: Teeth: Sharp and pointed for Group Activity B. Draw a line from the animal on the left to
their food?
tearing flesh. A. Team Positive Impact: the food they eat. Then, identify if herbivores,
3. How would you show concern to these
1. Draw a bright sunshine. carnivores, or omnivores.
animals?
Activity 2 2. Write down the benefits the omnivore
With a partner, create a memorable and brings to the ecosystem)
Activity 2
impactful slogan inside the box that
Draw two herbivores inside the circle.
promotes carnivore conservation (e.g., B. Team Negative Impact:
Describe each of them in terms of their
threats they face, importance of 1. Draw a stormy cloud.
habitat, their food, and their manner of
protection, ways to help). 2. Write down the challenges caused by the
getting food.
omnivore.

C. Write a short reflection in the box below

about your learnings from the debate,
considering the complex role of omnivores in
the ecosystem and their own responsibility
towards environmental conservation.
Activity 3
Carnivore Scavenger Hunt
Group 1
Group 1- Ocean Explorers
● I have rows of sharp teeth and a fin I
Activity 2
raise, a fearsome ocean hunter in a
Identify if it is herbivore, carnivore, or
watery maze. (Shark) Activity 3
omnivore.
● I have eight tentacles and a beak so Omnivore Investigation Station.
strong, I crush my prey right where I In small groups, learners will rotate through
belong. (Octopus) the interactive stations.
● I'm the ocean's fastest flyer, catching Station 1: Models or pictures of omnivorous
 fish before they can cry. (Dolphin) animals
● I glide through the waves like a shadow Station 2: Samples of different types of food
sleek, hunting fish with lightning-fast (plant-based and animal-based)
beak. (Needlefish) Station 3: Pictures of different types of teeth
Station 4: Pictures of omnivorous animals'
Group 2- Animal Detectives habitats
● I work with my pack, howling at the
moon, chasing prey beneath the Procedure: 1.
midday sun. (Wolf) 1. Divide the class into small groups and
● I hiss and tongue-flick, tasting the air, assign each group to a starting station.
always searching for prey with utmost 2. Explain that they will spend a set amount
Activity 3 care. (snake) of time at each station before rotating to the
Analyze the pictures on the first column, ● My stripes and spots inspire fear and next one.
write their names below the picture. In the •Station 1 (Animal Models):
awe, stalking silently through jungle and
second column write the food they eat Observe the pictures of omnivorous animals.
straw. (Tiger)
and in the third column, write the manner Discuss the physical features and behaviors
● My roar can shake the earth, sending
of how they get their food. related to their omnivorous nature. 2.
chills down spines, a warning whispered
•Station 2 (Food Samples):
on invisible winds.
Examine and categorize different types of
food samples into plant-based and animal-
Group 3- Sky Rangers based. They discuss the variety in an
● My hooked talons and keen eyes see omnivore's diet.
all, swooping down from a rocky wall. •Station 3 (Teeth Examination):
(Hawk) Examine the pictures of different animal
● I build high nests and soar through the teeth. Discuss how teeth adaptations relate
skies, scavenging and cleaning without to the types of food animals consume. 3.
any lies. (Vulture) •Station 4 (Habitat Exploration):
● I fly silently in the moonlit night, a Explore the different environments where
feathered hunter with vision so bright. omnivores may live.
(Owl)
● I dive for fish with a splash so grand, a Activity 4
feathered hunter from the mangrove Omnivores Debate: Friend or a Foe? Group
strand. (Philippine Sea Eagle) Activity
Activity 4 ● Team Positive Impact: 4.
Study the information about the given Group 4- Nature Explorers Give your argument for the benefits of the
organisms. Answer the given questions ● I transform from water to land, a sticky omnivore's presence in the ecosystem (e.g.,
below the pictures. tongue and a sandy hand. (Frog) seed dispersal, pest control, nutrient
● I bask in the sun with scales that shine, cycling).
catching bugs with a tongue entwined.
(Lizard) ● Team Negative Impact:
● I lurk in the water, silent and still, with Give your argument for the potential 5.
jaws that snap and a powerful will. challenges caused by the omnivore (e.g.,
(Crocodile) predation, habitat damage, competition
● I slither and coil, long and lean, with other species).
squeezing my prey until it can't be seen.
(Snake)

Group 5- Mini Monsters

The green sea turtle is the largest hard-
● With powerful jaws and swift attacks, I 6.
shelled sea turtle. They are unique among
sea turtles in that they are herbivores, conquer beetles twice my size, a tiny
eating mostly seagrasses and algae. This titan under nature's skies. (Ant)
● I spin a web that's light and fine, Activity 3
diet is what gives their fat a greenish color
trapping flies for a delicious dine. (Spider) Make a Venn diagram then compare and
(not their shells), which is where their
name comes from. Green turtles are ● Silent hunter in the night, I pierce soft contrast the characteristics of herbivores,
found throughout the world. skin with needle so light, siphoning blood carnivores, and omnivores.
for a midnight meal. (Mosquito)
● With six legs and pincers bold, I stalk the
garden, stories untold, feasting on
aphids, juicy and green. (Praying Mantis

Activity 4
Essay: Discuss how the loss of biodiversity in an
ecosystem might be linked to changes in the
The dugong, like all sea cows, is diets of its animal inhabitants. Provide
herbivorous. It primarily grazes on sea examples to support your explanation.
grasses and therefore spends most of its
time in sea grass beds. Dugongs were
found in all areas of the Philippines.

Activity 5
Carnivore, Herbivore or Omnivore?

Parrotfish are colorful, tropical creatures

that spend about 90% of their day eating
algae off coral reefs. This almost-constant
eating performs the essential task of
cleaning the reefs which helps the corals
stay healthy and thriving. Activity 6
Use the animals in Activity 5.
Questions: Sort the animals into the correct section of the
● How would you describe the diet of Venn diagram below.
these given organisms?
● Based on their diet, what would you call
this group of organisms?
● These organisms are included in the list
of threatened animal species in the
Philippines. How would you show concern
for these animals?

Answer.
 D. Making Explain herbivores. Explain carnivores. Explain omnivores. * What are the three groups of animals based
Generalization How are their diets? How are their diets? How are their diets? on food eaten, can you provide an example
How does understanding the diets of How does understanding the diets of How does understanding the diets of different for each?
different animals contribute to the overall different animals contribute to the animals contribute to the overall biodiversity of ● Explain the difference between herbivores,
biodiversity of an ecosystem? What overall biodiversity of an ecosystem? an ecosystem? carnivores, and omnivores. How are their
happens when there’s an over or under What happens when there’s an over or What happens when there’s an over or under diets distinct from one another?
abundance of one herbivore? under abundance of one carnivore? abundance of one omnivore? ● How does understanding the diets of
What can we do to protect the balance What can we do to protect the What can we do to protect the balance in different animals contribute to the overall
in our ecosystem? balance in our ecosystem? our ecosystem? biodiversity of an ecosystem?
● What happens when there’s an over or
under abundance of one particular
herbivore, carnivore, or omnivore?
● What can we do to protect the balance in
our ecosystem?

IV. Evaluating Learning

A. Evaluating Learning A. Put a check (/) if the animal is A. Put a check (/) if the animal is A. Put a check (/) if the animal is omnivore and Read carefully the questions and choose the
herbivore and a cross (X) if it is not. carnivore and a cross (X) if it is not. a cross (X) if it is not. letter of the correct answer.
1. How do herbivores obtain their food?
A. By hunting other animals
B. By scavenging for leftovers
C. By eating plants
D. By consuming both plants and animals
2. Which of the following animals is likely to be a
carnivore?
A. Cow
B. Lion
B. C. Elephant
True or False. D. Rabbit
1. A sheep eats grass. 3. What is an omnivore?
B. Look at the animals below. Circle the 2. A cat eats mice. A. An animal that only eats plants
herbivores. 3. A worm eats rotten leaves and roots. B. An animal that only eats other animals
B. Look at the animals below. Circle the 4. A bear eats berries, grasses, fish and other C. An animal that eats both plants and animals
carnivores. animals. D. An animal that eats dead organisms
5. Elephants eat a diet that consists entirely of 4. Which of the following animals is an
plant material. Due to their large size elephants herbivore?
must take in a large amount of plant material A. Lion
every day to sustain themselves and have B. Rabbit
stomachs adapted to processing this type of C. Wolf
food. D. Owl
 5. True or False: Humans are classified as
herbivores.
A. True
B. False
6. What is the primary food source for
herbivores?
A. Other animals
B. Plants
C. Insects
D. Both plants and animals
7. Which of the following animals is an
omnivore?
A. Koala
B. Panda
C. Polar Bear
D. Chimpanzee

8-10. Match the animal to its correct diet:

8. Eagle A. Herbivore
9. Cow B. Carnivore
10. Dog C. Omnivore

B. Teacher’s Remarks Note observation on any of the Effective Practices Problems Encountered
following areas

strategies explored

materials used

learner engagement/interaction

other

C. Teacher’s Reflection Reflection guide or prompt can be on:

▪ principles behind the teaching What principles and beliefs informed my lesson? Why did I teach the lesson the way I did?
▪ students What roles did my students play in my lesson? What did my students learn? How did they learn? *
▪ ways forward What could I have done differently? What can I explore in the next lesson? *
*