DLL SCIENCE QUARTER 1 WEEK 1-10.docx
- 1. GRADE 1 to 12 DAILY LESSON LOG (Pang-araw-araw na Tala ng Pagtuturo) School Grade FOUR Teacher Learning Area: SCIENCE Week/Teaching Date WEEK 1 / June 5-9, 2017 Quarter: FIRST I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY A. Content Standards The learners demonstrate understanding of grouping different materials based on their properties B. Performance Standards The learners should be able to recognize and practice proper handling of products C. Learning Competencies/ Objectives ( Write the Code for each) 1. Describe the materials based on the ability to absorb water. 2. Classify materials based on the ability to absorb water S4MT-Ia-1 1. Describe the materials based on the ability to absorb water. 2. Classify materials based on the ability to absorb water S4MT-Ia-1 1. Identify the materials that float and sink. 2. Describe the kind materials that float and sink S4MT-Ia-1 To administer a Pre Test To administer a Pre Test II. CONTENT ( Subject Matter) Materials that absorb water Materials that absorb water Materials that sink and float III.LEARNING RESOURCES A. References 1. Teacher’s Guide pages pp. 2-5 pp. 2-5 pp. 5-8 2. Learner’s Material pages pp. 2-4 pp. 2-4 pp. 5-7 3. Textbook pages 4. Additional Materials from Learning Resource LR portal B. Other Learning Resources LED tv, ppt, materials for activity LED tv, ppt, materials for activity LED tv, ppt, speakers, LED tv, ppt, speakers, LED tv, ppt, speakers, IV. PROCEDURE A. Reviewing previous Lesson or presenting new lesson Energizer Energizer Which materials absorb water? Which did not? B. Establishing a purpose for the lesson a. Have the pupils go around the classroom b. Have them list down at least ten materials they see in the classroom. c. Instruct the pupils to go a. Have the pupils go around the classroom b. Have them list down at least ten materials they see in the classroom. Group activities
- 2. back to their seats after listing the materials. d. Ask: What materials did you see as you went around the classroom? c. Instruct the pupils to go back to their seats after listing the materials. d. Ask: What materials did you see as you went around the classroom? C. Presenting examples/ instances of the new lesson. Let the pupils group the materials according to solid liquid or gases. Let the pupils group the materials according to solid liquid or gases. Presentation of the output of the pupils. D. Discussing new concepts and practicing new skills.#1 1. Setting of Standards. 2. Group Activities (Differentiated Activities) 1. Setting of Standards. 2. Group Activities (Differentiated Activities) What did you observe when you placed the materials one at a time in water? E. Discussing new concepts and practicing new skills #2. 1. Group Reporting. 2. Comparing the results of activities. 1. Group Reporting. 2. Comparing the results of activities. Have the pupils fill out the data chart with their observation. F. Developing Mastery (Lead to Formative Assessment 3) 1.The teacher further explains and discuss the background information through inquiry approach 2. Have the pupils master the concepts. 1.The teacher further explains and discuss the background information through inquiry approach 2. Have the pupils master the concepts. 1.The teacher further explains and discuss the background information through inquiry approach 2. Have the pupils master the concepts. G. Finding practical application of concepts and skills in daily living Why would some people prefer to use plastic bag than a paper bag? Why would some people prefer to use plastic bag than a paper bag? Why do some people use floaters in swimming pools? H. Making Generalizations and Abstraction about the Lesson. What have you learned? What are the materials absorb water? What have you learned? What are the materials absorb water? What kind of materials sink? Float? I. Evaluating Learning Given are the materials in the drawing. Classify the materials according to the Given are the materials in the drawing. Classify the materials, according to Go to your kitchen. Get five materials and test whether they float or sink.
- 3. ability to absorb water in an organizer. the ability to absorb water in an organizer. J. Additional Activities for Application or Remediation Go around your classroom. Collect at least 10 materials and test them as to whether or not the materials absorb water. Go around your classroom. Collect at least 10 materials and test them as to whether or not the materials absorb water. 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 ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________
- 4. help me solve? G. What innovation or localized materials did I used/discover which I wish to share with other teachers? ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________
- 5. GRADE 1 to 12 DAILY LESSON LOG (Pang-araw-araw na Tala ng Pagtuturo) School Grade FOUR Teacher Learning Area: SCIENCE Week/Teaching Date WEEK / June 12-16, 2017 Quarter: FIRST MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES A .Content Standards The learners demonstrate understanding of grouping different materials based on their properties B .Performance Standards The learners able to recognize and practice proper handling of products. C. Learning Competencies/ Objectives Write the LC code for each Classify materials based on the ability to absorb water, float, sink, undergo decay. S4MT-Ia-1 Describe materials that undergo decay Classify materials that undergo decay Classify materials based on the ability to absorb water, float, sink, undergo decay. S4MT-Ia-1 Identify the effects of decaying materials on one’s health and safety S4MT –Ib-2 Identify the diseases/ sickness that may result from exposure to decaying materials Describe the diseases/ sickness that may result from exposure to decaying materials II. CONTENT Lesson 3 : Materials That Undergo Decay SUMMATIVE TEST Lesson 1,2,3 Lesson 4 : Diseases/ sickness that may result from exposure to decaying materials III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages pp 8-10 pp. 11-14 2. Learner’s Materials pages pp 8-10 pp 11-13 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Transparent plastic cups, Pictures of people with diseases/ sickness cause from
- 6. Resources / materials slices of bread, aluminum foil wax paper, banana, kangkong leaves, soi exposure to decaying materials. Powerpoint material IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson What properties of matter did you learn from Lessons 1 and 2. What materials absorb water ? float ? sink ? Review about material that undergo decay Name the characteristics of these materials B. Establishing a purpose for the lesson Do you think these materials can make us sick ? What possible diseases can we get if we are exposed to these materials ? C. Presenting examples / instances of the new lesson What do you understand by the word diseases/ sickness ? D. Discussing new concepts and practicing new skills #1 Activity 3 : “ What will I turn into “ Present the results of the group experiment and the answer to the guide questions. Present pictures of person with different diseases/sickness cause from exposure to decaying materials. Using power point E. Discussing new concepts and practicing new skills #2 What are the characteristics of each material before cutting it into smaller piece ? What are the materials made up of ? What materials did you add to avery set up before covering it with a plastic sheet ? Where did you place the set up after preparing it ? Why did you choose that area for your set up ? Do Activity : What diseases/ sickness will I get from exposure to decaying materials? What kind of waste materials are found in dumpsites, canals or esteros ? Describe the surroundings in every picture. Are there pests in the area ? What can you say about the
- 7. family living in those areas ? F. Developing Mastery (Leads to Formative Assessment) What do you think are the factors that cause the decay of the materials ? Classify the materials based on their ability to decay . G. Finding practical application of concepts and skills in daily living Why are left over foods kept in a refrigerator ? How do you dispose materials that decay ? How could people living in areas near dumpsites, esteros or canals be protected from getting sick ? H. Making generalizations and abstractions about the lesson What are the factors that contribute to the decaying process of the materials. Explain why decaying materials affect one’s health and safey I. Evaluating learning Classify the materials that undergo decay TM p. 10-11 If you are exposed to decaying materials, what could be its result to your health ? J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on this formative assessment Jose Rizal ______ Ninoy Aquino ______ Jose Rizal ______ Ninoy Aquino ______ Jose Rizal ______ Ninoy Aquino ______ B. No. of learners who require additional activities for remediation Jose Rizal ______ Ninoy Aquino ______ Jose Rizal ______ Ninoy Aquino ______ Jose Rizal ______ Ninoy Aquino ______ C. Did the remedial lessons work? No. of learners who have caught up the lesson Yes No Jose Rizal ______ Ninoy Aquino ______ Yes No Jose Rizal ______ Ninoy Aquino ______ Yes No Jose Rizal ______ Ninoy Aquino ______ D. No. of learners who Jose Rizal ______ Jose Rizal ______ Jose Rizal ______
- 8. continue to require remediation Ninoy Aquino ______ Ninoy Aquino ______ Ninoy Aquino ______ E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor help me solve? G. What innovation or localized materials did I used/discover which I wish to share with other teacher?
- 9. GRADE 1 to 12 DAILY LESSON LOG (Pang-araw-araw na Tala ng Pagtuturo) School Grade FOUR Teacher Learning Area: SCIENCE Week/Teaching Date WEEK 3 / June 20-24, 2017 Quarter: FIRST I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY A. Content Standards The learners demonstrate understanding of changes that materials undergo when exposed to certain conditions B. Performance Standards The learners should be able to evaluate whether the changes in materials are useful or harmful to one's environment. C. Learning Competencies/ Objectives ( Write the Code for each) The learner should be able to demonstrate proper disposal of waste according to the properties of its materials. S4MT-Ic-d-3 The learner should be able to demonstrate proper disposal of waste according to the properties of its materials. S4MT-Ic-d-3 The learner should be able to demonstrate proper disposal of waste according to the properties of its materials. S4MT-Ic-d-3 The learner should be able to demonstrate proper disposal of waste according to the properties of its materials. S4MT-Ic-d-3 The learner should be able to demonstrate proper disposal of waste according to the properties of its materials. S4MT-Ic-d-3 II. CONTENT ( Subject Matter) Matter Proper Ways of Disposing Waste Materials by Sorting them According to their Properties Matter Ways of Disposing Waste Materials According to the Properties of Its Materials III.LEARNING RESOURCES C. References 1. Teacher’s Guide pages 21-24 21-24 21-24 21-24 21-24 2. Learner’s Material pages 20-22 20-22 20-22 20-22 20-22 3. Textbook pages 4. Additional Materials from Learning Resource LR portal B. Other Learning Resources candle, aluminum foil, ice cube, wooden stick, plastic ruler, electric wire, paper clip, spoon, banana, pandesal, clean plastic sheet, clay, wood, empty tin can, hollow block, paper, cardboard, cloth, scissors, IV. PROCEDURE a. Reviewing previous Lesson or presenting new lesson Given the drawings on TG p. 22. Have the pupils sort the materials according to product and describe the properties of each material. Given the drawings on TG p. 22. Have the pupils sort the materials according to product and describe the properties of each material. How do we dispose some materials? How do we dispose some materials? How do we dispose some materials? b. Establishing a purpose for the lesson Ask: If I ask you to dispose them, how will you do it? Ask: If I ask you to dispose them, how will you do it? Ask: If I ask you to dispose them, how will you do it? Ask: If I ask you to dispose them, how will you do it? Ask: If I ask you to dispose them, how will you do it? c. Presenting examples/ instances of the new lesson. Group Activity: Lesson 7: LM Activity 1 Chart 1 p.21 Group Activity: Lesson 7: LM Activity 1 Chart 1 p.21 Group Activity Lesson 7: LM Activity Chart 2, p. 22 Group Activity Lesson 7: LM Activity Chart 2, p. 22 Group Activity Lesson 7: LM Activity Chart 2, p. 22
- 10. d. Discussing new concepts and practicing new skills.#1 Group presentation on the data gathered. Group presentation of the data gathered. Group presentation using guide questions. Group output presentations using guide questions. Group presentation on the data gathered. e. Discussing new concepts and practicing new skills #2. Which of the materials will decay? will not decay? Which materials are still usable? waste materials? Which materials are made of plastic? Which materials are kitchen wastes? garden wastes? factory wastes? Which materials are factory returnable or can be used as recycled? f. Developing Mastery (Lead to Formative Assessment 3) How do you dispose waste materials? How do you dispose waste materials? How do you dispose waste materials? How do you dispose waste materials? How do you dispose waste materials? g. Finding practical application of concepts and skills in daily living Explain why disposing of used plastics and rubbers by burning is not a good idea? What is greenhouse effect? What causes this? What is solid waste management? How can we apply it in our classrooms? How can we apply solid waste management in our school? How can you apply solid waste management in your homes? h. Making Generalizations and Abstraction about the Lesson. What are the ways of disposing materials? What are the ways of disposing materials? What are the ways of disposing materials? What are the ways of disposing materials? What are the ways of disposing materials? i. Evaluating Learning Performance assessment using rubrics. Performance assessment using rubrics. Look at the pictures. Think of how these materials can be disposed properly. Illustrate your plan. Look at the pictures. Think of how these materials can be disposed properly. Illustrate your plan. Look at the pictures. Think of how these materials can be disposed properly. Illustrate your plan. j. Additional Activities for Application or Remediation Conduct an interview of the barangay officials in your community. Ask them how they implement Solid Waste Management. Make a flower vase out of the empty bottles. 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
- 11. 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? ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________
- 12. GRADE 1 to 12 DAILY LESSON LOG (Pang-araw-araw na Tala ng Pagtuturo) School Grade FOUR Teacher Learning Area: SCIENCE Week/Teaching Date WEEK 4 / June 26-30, 2017 Quarter: FIRST I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY k. Content Standards The learners demonstrate understanding of changes that materials undergo when exposed to certain conditions l. Performance Standards The learners should be able to evaluate whether the changes in materials are useful or harmful to one's environment. m. Learning Competencies/ Objectives ( Write the Code for each) Identify some ways of changing solid mater- S4MT-Ie-f-5 Describe what happens to the solid mater- S4MT-Ie-f-5 Describe what happens to the solid mater- S4MT-Ie-f-5 Describe what happens to the solid mater- S4MT-Ie-f-5 Describe what happens to the solid mater- S4MT-Ie-f-5 II. CONTENT ( Subject Matter) Changes that Materials Undergo: Changes that Materials Undergo: Changes that Materials Undergo: Changes that Materials Undergo: Changes that Materials Undergo: III.LEARNING RESOURCES C. References n. Teacher’s Guide pages 36 - 38 38 - 40 41- 43 43 - 45 45 -48 o. Learner’s Material pages 29 - 30 31 - 32 33 - 34 35 - 36 36 -37 p. Textbook pages q. Additional Materials from Learning Resource LR portal D. Other Learning Resources candle, aluminum foil, ice cube, wooden stick, plastic ruler, electric wire, paper clip, spoon, banana, pandesal, clean plastic sheet, clay, wood, empty tin can, hollow block, paper, cardboard, cloth, scissors, IV. PROCEDURE r. Reviewing previous Lesson or presenting new lesson Review pupils' prior knowledge on matter. Review on how to change solid Review on the properties of materials Review on the properties of materials Review on the properties of materials s. Establishing a purpose for the lesson Let pupils fill in the graphic organizer that List down materilas that could be bent. Tell the pupils to study the pictures given. Show a real hammer. What are its uses? List down materials that can be cut found in t. Presenting examples/ instances of the new lesson. Use the information derived from the graphic Checking of answers. Declare the winner. Describe the action shown in the pictures. If solid materials are hammered, what do you Present the lesson through their output in u. Discussing new concepts and practicing new skills.#1 Group Work Group Work - LM Activity 2 - "What Group Work - LM Activity 3 - "What Group Work - LM Activity 4 - "What Group Work - LM Activity 5 - "What v. Discussing new concepts and practicing new skills #2. Group Reporting Group Reporting Group Reporting Group Reporting Group Reporting
- 13. w. Developing Mastery (Lead to Formative Assessment 3) Answering the Guide Questions Answering the Guide Questions Answering the Guide Questions Answering the Guide Questions Answering the Guide Questions x. Finding practical application of concepts and skills in daily living Cite a situations where can we use your Identify situations where bending of solid Identify different situations where pressing What will happen if a carpenter lost his Cite situations where cutting of solid y. Making Generalizations and Abstraction about the Lesson. Help pupils construct and express their Allow the pupils to construct and express Help the pupils formulate their own ideas Let the pupils construct and synthesize Have pupils construct their own ideas on the z. Evaluating Learning Can we change solid materials? The activity output is an evaluation. Can we change solid materials? aa. Additional Activities for Application or Remediation In what ways can we change solid Body bending activity. Tell the pupils What happened to the solid materials when pressed? Was a new material formed? The activity output and pupils’ participation are considered as formative assessment. 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
- 14. 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? ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________
- 15. GRADE 1 to 12 DAILY LESSON LOG (Pang-araw-araw na Tala ng Pagtuturo) School Grade Level FOUR Teacher Subject SCIENCE Teaching Dates and Time WEEK 5/ July 3-7, 2017 Quarter FIRST MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I.OBJECTIVES a.Content Standards Demonstrate the understanding of changes that materials undergo when exposed to certain conditions. b. Performance Standards The learners should be able to evaluate whether changes in materials are useful or harmful to one’s environment. c. Learning Competencies/ Objectives. Write the LC Code for each Describe what happens to the materials when heated and when cooled. Describe what happens to the materials when heated and when cooled. Describe what happens to solid materials when mixed with other solid materials. Describe what happens to solid materials when mixed with other liquid materials. II.CONTENT Changes in the Properties of the Materials When exposed to Different temperatures Changes in the Properties of the Materials When exposed to Different temperatures Changes in the Properties of the Materials When mixed with other materials. (Solid Materials) Changes in the Properties of the Materials When mixed with other materials. (Liquid Materials) III.LEARNING RESOURCES A. References 1.Teacher’s Guide pages 48-53 48-53 53-56 56-58 2.Learner’s Materials pages 38-40 38-40 40-53 44-46 3.Textbook pages 4.Additional Resources from Learning Resources (LR) Portal B. Other Learning Resources LED tv, ppt, tin can, candle, tongs, gloves, crayon, chocolate bar, butter, LED tv, ppt, tin can, candle, tongs, gloves, crayon, chocolate bar, butter, LED tv, ppt, sand, pebbles, sugar, salt, rice/corn grains/coffee, creamer, etc. LED tv, ppt, sand, water, vinegar, salt, oil, flour, pepper, vetsin, ginger, rubbing alcohol, dye, IV.PROCEDURES A.Review previous lesson or presenting the new lesson. What are some ways of changing solid materials? When the material is ______, its temperature increased. When the material is cooled down, its temperature ___________. What happens to some solid materials when exposed to different temperatures? When heated? When cooled? What happened to the solid materials when mixed with other solid material? B. Establishing the purpose to Review the pupils’ understanding of heat What do you think will happen to the materials -“Do you eat fruit salad? Do you know how fruit salad is Bubble-making Activity (See TG, p.60)
- 16. the lesson. and temperature. Let them predict and write their prediction in the table, (TG,p.49) when they are heated and cooled? prepared? C. Presenting examples/ instances of the new lesson “I have here a candle and a tin can with a piece of ice cube. What do you think will happen to the ice cube when I put this on flame? Why?” -List down the ingredients that are needed in making fruit salad. *Where do bubbles come from? *What materials were mixed to produce the bubbles? D. Discussing new concepts and practicing new skills # 1 -See pp 49 of the TG for the group activity. -Emphasize the precautionary measures before doing the activity. -See pp 38-39 of the LM for the group activity. -Remind them of the precautionary measures. -See pp 41 of the LM for the group activity. Emphasize the precautionary measures before doing the activity. Introduce the activity. See pp 44 of the LM for the group activity. Emphasize the precautionary measures before doing the activity. E. Discussing new concepts and practicing new skills # 2 - Group Reporting and presentation of data. - The teacher further explains the lesson. 1. What happened to the ice cube in the tin can when it was put over the flame? 2-5. - Group Reporting and presentation of data. - The teacher further explains the lesson. 1. What happens to each material when heated? Why? 2-7. -Explain the background information in LM p. 40. Group Reporting and presentation of data. - The teacher further explains the lesson. 1.Which pair of the materials can still be distinguished after mixing them? 2-5. -Have them fill out the chart in their LM, p.42 Group Reporting and presentation of data. 1. What liquid materials mixed completely? What made this happen? 2. What liquid materials did not mix completely? What made this happen? 3-4. - The teacher clarifies misconceptions. F. Developing Mastery (Leads to Formative Assessment 3 Describe the changes in the properties of the materials when they are exposed to temperature. Ask the pupils to cite example that when materials are exposed to temperature, they may change their size, shape, texture, and form. -Explain the background information (pg 43of LM) -Have the pupils master the concepts. -Explain the background information (pg 46of LM) -Have the pupils master the concepts. G. Finding practical applications of concepts and skills in daily living Imagine cooking something with butter, what do you think will Imagine cooking something with butter, what do you think will happen to the food *What is formed when 2 or more material are combined? When some solid materials are combined with liquid, can we still
- 17. happen to the food to you’re cooking if the butter does not melt? What do you think is the importance of temperature in these materials? to you’re cooking if the butter does not melt? What do you think is the importance of temperature in these materials? When some materials are combined, can we still separate them? separate them? H. Making generalizations and abstractions about the lesson What happens to materials when they are heated? Cooled? When heated, they changed its size, shape, texture. When heated, solid materials are changed to liquid. When cooled, liquid materials becomes solid. What happens to materials when they are heated? Cooled? When heated, they changed its size, shape, texture. When heated, solid materials are changed to liquid. When cooled, liquid materials becomes solid. *What happened to the solid materials when mixed with other solid material? When 2 or more materials re combined, a mixture is formed. Solid materials can be mixed with other solids. *What happens to the solid materials when mixed with the other liquid materials? Solid materials can be combined with liquid materials. Some completely dissolve in liquid materials, but others do not. I. Evaluating learning Write True or False. _______1. When heated, the ice cube turned into liquid. _______2. The ice cube melts when cooled. ________3. The ice cube turned into gas when exposed to heat. _______4. When the material cooled down, its temperature is decreased. _______5. When the material is heated, its temperature is increased. Fill in the blanks. 1. When heated, the materials used changed its form from solid to __________. 2. These materials melted because they absorbed ________. 3. The materials changed its size, shape, texture and ________. 4-5. Formative assessment may be done by considering the activity output and/or the pupils participation during the discussion Formative assessment may be done by considering the activity output and/or the pupils participation during the discussion. J. Additional activities for application or remediation What changes occur when the material is heated? Ask each group to bring 2 pcs of materials listed in their LMs, p.41 needed for the next activity Bring the following materials: sand, water, vinegar, salt, oil, flour, pepper, vetsin, ginger, Bring the following materials: Soy sauce, vinegar, alcohol,soda, coco milk,
- 18. rubbing alcohol, dye, fish sauce V.REMARKS VI.REFLECTION A. Number of pupils who earned 80% in the evaluation B. Number of learners who require additional activities for remediation who score below 80% C. Did the remedial lesson work? No. of learners who got caught up in the lesson D. Number of learners who continue to require remediation E. Which of my teaching strategy worked well? Why did this 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 to discover which I wish to share with the teachers.
- 19. GRADE 1 to 12 DAILY LESSON LOG (Pang-araw-araw na Tala ng Pagtuturo) School Grade Level FOUR Teacher Subject SCIENCE Teaching Dates and Time WEEK 6/ July 10-14, 2017 Quarter FIRST MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I.OBJECTIVES a.Content Standards Demonstrate the understanding of changes that materials undergo when exposed to certain conditions. Demonstrate understanding of how the major internal organs, such as the brain, heart, liver, stomach, bones and muscles keep the body healthy. b. Performance Standards Evaluate whether changes in materials are useful or harmful to one’s environment. Describe the main function of major organs. c. Learning Competencies/ Objectives. Write the LC Code for each Describe what happens to solid materials when mixed with other liquid materials. 1. Identify changes in the materials that are useful or harmful to the environment. 2. Describe the harmful effects of the changes in the materials to the environment. 3. Suggest some ways of preventing the harmful effects of the changes in the materials to the environment. 1. Identify changes in the materials that are useful or harmful to the environment. 2. Describe the harmful effects of the changes in the materials to the environment. 3. Suggest some ways of preventing the harmful effects of the changes in the materials to the environment. 1. Describe the functions of the bones. 1. Describe the functions of the muscles. 2. Describe how do bones and muscles allow us to move. II.CONTENT Changes in the Properties of the Materials When mixed with other materials. (Liquid Materials) Changes in the Materials That are Useful or Harmful to One’s Environment Changes in the Materials That are Useful or Harmful to One’s Environment Major Organs of the Body -Bones and Muscles Major Organs of the Body -Bones and Muscles III.LEARNING RESOURCES A. References 1.Teacher’s Guide pages 56-58 59-60 59-60 73-76 56-58 2.Learner’s Materials pages 44-46 49-56 49-56 58-59 44-46 3.Textbook pages
- 20. 4.Additional Resources from Learning Resources (LR) Portal LED tv, ppt, sand, water, vinegar, salt, oil, flour, pepper, vetsin, ginger, rubbing alcohol, dye, LED tv, ppt, pictures LED tv, ppt, pictures LED tv, ppt, speakers, skeleton dance video LED tv, ppt, speakers, skeleton dance video B. Other Learning Resources IV.PROCEDURES A.Review previous lesson or presenting the new lesson. What happened to the solid materials when mixed with other solid material? *What happens to the solid materials when mixed with the other liquid materials? What activity did we do yesterday? Tell something about it. Let the pupils do the Skeleton dance. What are the functions of the bones? B. Establishing the purpose to the lesson. Bubble-making Activity (See TG, p.60) What are the things that we can get from trees? (expected answers: paper, coal, wood) How can we make paper, coals wood out of trees? Today, we are going to do perform another activity for you to understand the harmful effects of the changes in the materials to the environment. - “What would we look like if we have no bones in our body? - “Do you think could move with the bones alone? C. Presenting examples/ instances of the new lesson *Where do bubbles come from? *What materials were mixed to produce the bubbles? Present some pictures of waste materials like old newspapers, cartons, metal scraps. Can we still use the following waste? What do we do to these waste? Show pictures of illegal logging, dirty/illegal dumpsites, and factories emitting smokes. Are these activities good for Mother Earth? Let the pupils touch and feel their bones and tell something about these bones. *Show a video of how the muscles and bones allow a person to move. D. Discussing new concepts and practicing new skills # 1 Introduce the activity. See pp 44 of the LM for the group activity. Emphasize the precautionary measures before doing the activity. -See pp 49-50 of the LM for the group activity. -Remind them of the precautionary measures. -See pp. 53-56 of the LM for the activity. -Have the pupils answer these individually with the teacher’s guidance. -See pp 62 of the LM for the activity. . Introduce the activity. See pp 59 of the LM for the gactivity. E. Discussing new concepts and practicing new skills # 2 Group Reporting and presentation of data. 1. What liquid materials mixed completely? What made this happen? 2. What liquid materials did not mix completely? What made this happen? 3-4. - Group Reporting and presentation of data. - The teacher further explains the lesson. 1. What are the changes in the materials that are useful to the environment? What made them useful? 2. What are the changes in - The teacher further explains the lesson. - The teacher explains what the each picture shows and its harmful effect to the environment -Explain the concepts (5R’s of Responsible Waste Management) in “Remember -The teacher further explains the lesson. 1.What are the bones that protect the internal organs? 2. Which set of bones protect the lungs and the liver? 3-4. (See LM, p.63) -The teacher further explains the lesson. 1. How many bones are involved in the movement? 2. Are the bones connected to each other? 3. (See LM, p.60) - The teacher clarifies misconceptions
- 21. - The teacher clarifies misconceptions. the materials that are harmful to the environment? What made them harmful? -Explain the background information in LM p. 51 These”, p.54 of LM. F. Developing Mastery (Leads to Formative Assessment 3 -Explain the background information (pg 46of LM) -Have the pupils master the concepts. -Let the pupils show their own ways of preventing/minimizing the harmful effects of the changes in the materials to the environment. Group 1- Jingle Group 2- Poem Group 3- Song Group 4- Poster Group 5- Slogan What can people do to prevent/minimize the harmful effect to the environment? -Show pictures of these bones that protect the internal organs and explain the function of each. -Explain the background information (pg 60of LM) -Have the pupils master the concepts. G. Finding practical applications of concepts and skills in daily living When some solid materials are combined with liquid, can we still separate them? Ask the pupils to give examples of materials that are useful/harmful to the environment. As a Grade 4 pupil, what simple things can you do to avoid the harmful effects of some waste materials? *What do you think might happen to our internal organs if there are no bones? Do you think the body can move if the muscles and the bones do not coordinate with each other? If the bones do not have joints, what will happen? Why? H. Making generalizations and abstractions about the lesson *What happens to the solid materials when mixed with the other liquid materials? Solid materials can be combined with liquid materials. Some completely dissolve in liquid materials, but others do not. *What are the changes in the materials that are useful and harmful in our environment? *What are the harmful effects of the changes in the materials in our environment? * What are the functions of the bones? *What are the bones that protect the internal organs? *What are the functions of the muscles? I. Evaluating learning Formative assessment may be done by considering the activity Tell whether the changes in the following materials are useful or harmful. Which is being described by the following situations? Write REDUCE, REUSE, RECYCLE, What bone protects the following: 1. Brain Tell whether the statement is TRUE or FALSE. 1. The muscle and bones
- 22. output and/or the pupils participation during the discussion. __1. Cutting of a fabric to me made into towel. __2. Changing wood into coal for cooking __3-5. REPAIR, ROT. _________1. Instead of buying a new tv, Dana brought this to the repair shop. ________2. Father constructed a compost pit at the backyard. _________3. Used bottle and tin cans were brought to the junk shop. _________4. Shiela uses the paper bag she received from her friend. __________5. Use ecobags instead of plastic bags. 2. Heart 3. Liver 4. Vertebrae or backbone 5. Pelvic bone coordinate with each other to make the body move. 2. The point where the bones meet are called joints. 3-5. J. Additional activities for application or remediation List some solid materials that completely dissolve in liquid materials. List examples of some changes in the materials that are useful.. Draw some ways of minimizing the harmful effects of the materials in the environment. Draw the bones that protect our internal organs. Bring the following materials: Soy sauce, vinegar, alcohol,soda, coco milk, fish sauce V.REMARKS VI.REFLECTION A. Number of pupils who earned 80% in the evaluation B. Number of learners who require additional activities for remediation who score below 80% C. Did the remedial lesson work? No. of learners who got caught up in the lesson D. Number of learners who continue to require remediation E. Which of my teaching strategy worked well? Why did this work? F. What difficulties did I encounter which my principal or supervisor can help me solve?
- 23. G. what innovation or localized materials did I used to discover which I wish to share with the teachers.
- 24. GRADE 1 to 12 DAILY LESSON LOG (Pang-araw-araw na Tala ng Pagtuturo) School Grade Level FOUR Teacher Leaning Area SCIENCE Teaching Dates and Times WEEK 7/ July 17-21, 2017 Quarter FIRST I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY A. Content Standards Demonstrate understanding of how the major internal organs, such as the brain, heart, liver, stomach, bones and muscles keep the body healthy. B. Performance Standards Describe the main function of major organs. C. Learning Competencies/Objectives Write the LC code for each 1. Describe the functions of the bones. 1. Describe the functions of the muscles. 2. Describe how do bones and muscles allow us to move. 1. Describe the functions of the muscles. *involuntary and voluntary 1. Identify common bone injuries and diseases. Demonstrate first aid measures for common bone injuries and diseases II. CONTENT Major Organs of the Body -Bones and Muscles Major Organs of the Body -Bones and Muscles Major Organs of the Body -Bones and Muscles Common Bone Injuries and Diseases First Aid Treatment for Bone and Muscle Injuries III. LEARNING RESOURCES A. Reference 1. Teacher's Guide pages 73-79 73-79 73-79 73-79 73-79 2. Learner's Material Pages 58-69 58-69 58-69 58-69 58-69 3. Textbook Page 4. Additional Materials from Learning Resource (LR) Portal B. Other Learning Resource LED tv, ppt, speakers, skeleton dance video LED tv, ppt, speakers, skeleton dance video LED tv, ppt, speakers, skeleton dance video LED tv, ppt, speakers, skeleton dance video LED tv, ppt, speakers,ice bag, elastic bandage, IV. PROCEDURE A. Reviewing previous lesson or presenting the new lesson Let the pupils do the Skeleton dance. What are the functions of the bones? What are the functions of the bones? Let the pupils do the Skeleton dance. What are common bone and muscle injuries? Tell something about these. B. Establishing a purpose for the new lesson - “What would we look like if we have no bones in our body? - “Do you think could move with the bones alone? - “Do you think could move with the bones alone? - Did you experience having some bone injuries or muscle injuries? How did you feel? While you were playing luksong baka, one of your friends fell and broke his bone in his elbow, what are you going to do first?
- 25. C. Presenting examples/instance of the new lesson Let the pupils touch and feel their bones and tell something about these bones. *Show a video of how the muscles and bones allow a person to move. *Show a video of how the muscles and bones allow a person to move. Show pictures of children suffering from bone injuries and muscle injuries. - Show a video of applying a first aid measure for a fractured bone. D. Discussing the new concept and practicing new skill #1 -See pp 62 of the LM for the activity. . Introduce the activity. See pp 59 of the LM for the gactivity. Introduce the activity. See pp 61 of the LM for the activity. - Introduce the activity. See pp 65 of the LM for the activity . Introduce the activity. See pp 68-69 of the LM for the gactivity. E. Discussing the new concept and practicing new skill #2 -The teacher further explains the lesson. 1.What are the bones that protect the internal organs? 2. Which set of bones protect the lungs and the liver? 3-4. (See LM, p.63) -The teacher further explains the lesson. 1. How many bones are involved in the movement? 2. Are the bones connected to each other? 3. (See LM, p.60) - The teacher clarifies misconceptions -The teacher further explains the lesson. 1. What helps your finger bones move as you write? 2. Were you able to control the movement of your arms and legs? 3-7. See LM, p.61 *Explain what voluntary and involuntary muscles are. -The teacher further explains the lesson. She explains the common bone and muscle injuries. 1.What are the common muscle injuries? 2. What are the common bone injuries? 3-7. (See LM, p.66-67) -The teacher further explains the first aid treatment for bone injuries. -The teacher demonstrates the first aid treatment for different bone and muscle injuries. F. Developing Mastery -Show pictures of these bones that protect the internal organs and explain the function of each. -Explain the background information (pg 60of LM) -Have the pupils master the concepts. -Explain the background information (pg 62of LM) -Have the pupils master the concepts. -Explain the background information (pg 67of LM) -Have the pupils master the concepts. -Explain the background information (pg 69of LM) -Have the pupils master the concepts. G. Finding the Practical Application of Concepts and Skills in daily Living *What do you think might happen to our internal organs if there are no bones? Do you think the body can move if the muscles and the bones do not coordinate with each other? If the bones do not have joints, what will happen? Why? What will happen if we don’t have involuntary muscles in our body? *What are you going to do to avoid these bone and muscle injuries? Find a partner and demonstrate the first aid treatment for one of the following: 1. Fracture 2. Cramps 3. Bruise 4-5. H. Making generalizations and abstractions about the lesson * What are the functions of the bones? *What are the functions of the muscles? *What is the difference between voluntary and * What are different bone and muscle injuries? *What are the first aid treatment for different bone
- 26. *What are the bones that protect the internal organs? involuntary muscle? Give examples. and muscle injuries? I. Evaluating Learning What bone protects the following: 6. Brain 7. Heart 8. Liver 9. Vertebrae or backbone 10. Pelvic bone Tell whether the statement is TRUE or FALSE. 1. The muscle and bones coordinate with each other to make the body move. 2. The point where the bones meet are called joints. 3-5. Tell whether the following are voluntary or involuntary muscles: 1. Leg muscles 2. Arm muscles 3. Heart muscles 4. Lung muscles 5. Eyelid muscles Identify the following bone and muscle injury: 1. It is a break in the bone. 2. It occurs when a bone is displaced out of its proper position. 3-5. The first aid treatment demonstration will serve as the evaluation part of the lesson. Use rubrics in assessing their performance. J. Additional activities for application or remediation Draw the bones that protect our internal organs. Draw the skeletal system in a a bond paper. List some examples of voluntary and involuntary muscles. Research some first aid measure for these bone and muscle injuries. List the steps in performing the first aid treatment for sprain. V. REMARKS M.L. I.D. M.L. I.D. M.L. I.D M.L. I.D. VI. REFLECTIONS A. No. of Learners who earned 80% in the evaluation B. No. of Learners who require additional activities for remediation C. Did the remedial lesson work? No. of learners who have caught up the lesson D. No of learners who continue To require remediation E. Which of the teaching strategies who work well? Why did these work? F. What Difficulties did I
- 27. encounter which my principal or superior can help me solve? G. What innovation or localized materials did I use/ discover which I wish to share with other teachers.
- 28. Annex 2B to DepEd Order No. 42, s.2016 GRADE 1 to 12 DAILY LESSON LOG (Pang-araw-araw na Tala ng Pagtuturo) School Grade Level Four Teacher Leaning Area SCIENCE Teaching Dates and Times WEEK 8/ July 24-28, 2017 Quarter First I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY A. Content Standards Changes that matter undergo when exposed to certain conditions. B. Performance Standards Evaluate whether changes in materials are useful or harmful to one’s environment C. Learning Competencies/Objectives Write the LC code for each 1. Identify changes in the materials that are useful or harmful to the environment 2. Describe harmful effects of the changes in the materials to the environment 3. Suggest some ways of preventing/minimizing the harmful effects of the changes in the materials to the environment S4MT-Ii-j-7 1. Identify changes in the materials that are useful or harmful to the environment 2. Describe harmful effects of the changes in the materials to the environment 3. Suggest some ways of preventing/minimizing the harmful effects of the changes in the materials to the environment S4MT-Ii-j-7 1. Identify changes in the materials that are useful or harmful to the environment 2. Describe harmful effects of the changes in the materials to the environment 3. Suggest some ways of preventing/minimizing the harmful effects of the changes in the materials to the environment S4MT-Ii-j-7 1. Identify changes in the materials that are useful or harmful to the environment 2. Describe harmful effects of the changes in the materials to the environment 3. Suggest some ways of preventing/minimizing the harmful effects of the changes in the materials to the environment S4MT-Ii-j-7 1. Identify changes in the materials that are useful or harmful to the environment 2. Describe harmful effects of the changes in the materials to the environment 3. Suggest some ways of preventing/minimizing the harmful effects of the changes in the materials to the environment S4MT-Ii-j-7 II. CONTENT Lesson 13: Changes in the Materials that are Useful or Harmful to One’s Environment Lesson 13: Changes in the Materials that are Useful or Harmful to One’s Environment Lesson 13: Changes in the Materials that are Useful or Harmful to One’s Environment Lesson 13: Changes in the Materials that are Useful or Harmful to One’s Environment Lesson 13: Changes in the Materials that are Useful or Harmful to One’s Environment III. LEARNING RESOURCES A. Reference 1. Teacher's Guide pages 61-63 61-63 61-63 61-63 61-63 2. Learner's Material Pages 49-52 49-52 49-52 49-52 49-52 3. Textbook Page
- 29. 4. Additional Materials from Learning Resource (LR) Portal B. Other Learning Resource IV. PROCEDURE A. Reviewing previous lesson or presenting the new lesson Show the class the illustration below. (cutting of trees, burning of garbage) Show the class the illustration below. (cutting of trees, burning of garbage) Show the class the illustration below. (cutting of trees, burning of garbage) Ask the class to arrange the jumble letters. R C Y L C E E (RECYCLE) What can we do to prevent the harmful effects of the changes in the materials to our environment? B. Establishing a purpose for the new lesson From the given illustration, ask the pupils to identify situations/actions showing the materials that undergo changes. From the given illustration, ask the pupils to identify situations/actions showing the materials that undergo changes. From the given illustration, ask the pupils to identify situations/actions showing the materials that undergo changes. What word did you form? What do you mean by the word recycle? Why do we need to implement environmental campaigns? C. Presenting examples/instance of the new lesson Ask them to identify some other changes in the materials that are useful or harmful to one’s environment. What are the harmful effects of the changes in the materials to the environment? What can be the effects of the harmful changes of materials to land and water? Show pictures of recycled materials. Show pictures of recycled materials and proper waste segregation. D. Discussing the new concept and practicing new skill #1 Divide the class into small groups. Introduce the Lesson 13: LM Activity 1 – “What are the Changes in the Materials that are Useful or Harmful to One’s Environment?” Divide the class into small groups. Introduce the Lesson 13: LM Activity 2 – “What are the Harmful Effects of the Changes in the Materials to the Environment?” What are the ways that we can do to preserve and conserve the environment? What are the materials made of? What other environmental activities can we do to preserve and conserve the environment E. Discussing the new concept and practicing new skill #2 Give other necessary instructions in doing the activity. Let the pupils do the Lesson 13: LM Activity 1 in the LM. Give other necessary instructions in doing the activity. Let the pupils do the Lesson 13: LM Activity 2 in the LM. Let the pupils apply their understanding or show what they can do to help prevent/minimize the harmful effects of the changes in the materials to the environment by What environmental activity can we do to preserve and conserve the environment? What possible effects can we get if we continue to implement environmental campaigns?
- 30. doing the assigned tasks: Group 1 – Jingle Group2 – Poem Group 3 – Song Group 4 – Poster Group 5 - Slogan F. Developing Mastery Have the group representative present the results of the activity. Have the group representative present the results of the activity. Presentation of each group. Ask each group to prepare and submit a plan of the activity they will do/implement using the template. (See TG, p. 66) Presentation of the submitted plan of each group. G.Finding the Practical application of Concepts and Skills in daily Living What can be the effects of harmful changes of materials to man and other living things? As a pupil, what can you do to prevent the harmful effects of the changes in the materials to our environment? Did you cooperate well with your group? What happens when you cooperate with your group? Why do we need to implement environmental campaigns? Why do we need to implement environmental campaigns? H.Making generalizations and abstractions about the lesson Ask the pupils to give other examples of materials that are useful and harmful to the environment. What can be the effects of the harmful changes of materials to land and water? What can we do to prevent the harmful effects of the changes in the materials to our environment? What can we do to prevent the harmful effects of the changes in the materials to our environment? What possible effects can we get if we continue to implement environmental campaigns? I. Evaluating Learning What are the changes in materials that are useful and harmful to the environment? What are the ways that we can do to preserve and conserve the environment? The group performance in the activity/task given can be given a rating. The rubric shown may be used to assess the group performance. (See TG, p. 65) The group activity output will serve as a formative assessment. Conduct of the submitted plan. The teacher may use the rubric shown on TG, p. 66 in assessing the pupil’s performance tasks. J. Additional activities for application or remediation Identify one material at home that undergoes changes that are harmful to
- 31. the environment. V. REMARKS VI. REFLECTIONS A. No. of Learners who earned B. 80% in the evaluation No. of Learners who require additional activities for remediation C. Did the remedial lesson work? No. of learners who have caught up the lesson D. No of learners who continue to require remediation E. Which of the teaching strategies who work well? Why did these work? F. What Difficulties did I Encounter which my principal or superior can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers.
- 32. GRADE 1 to 12 DAILY LESSON LOG (Pang-araw-araw na Tala ng Pagtuturo) School Grade Level Four Teacher Leaning Area SCIENCE Teaching Dates and Times WEEK 9/ July 31- August 4, 2017 Quarter First I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY A. Content Standards Demonstrate understanding of how the major internal organs, such as the brain, heart, liver, stomach, bones and muscles keep the body healthy. B. Performance Standards Describe the main function of major organs. C. Learning Competencies/Objectives Write the LC code for each 1. Describe the functions of the bones. 1. Describe the functions of the muscles. 2. Describe how do bones and muscles allow us to move. 1. Describe the functions of the muscles. *involuntary and voluntary 1. Identify common bone injuries and diseases. Demonstrate first aid measures for common bone injuries and diseases II. CONTENT Major Organs of the Body -Bones and Muscles Major Organs of the Body -Bones and Muscles Major Organs of the Body -Bones and Muscles Common Bone Injuries and Diseases First Aid Treatment for Bone and Muscle Injuries III. LEARNING RESOURCES A. Reference 1. Teacher's Guide pages 73-79 73-79 73-79 73-79 73-79 2. Learner's Material Pages 58-69 58-69 58-69 58-69 58-69 3. Textbook Page 4. Additional Materials from Learning Resource (LR) Portal B. Other Learning Resource LED tv, ppt, speakers, skeleton dance video LED tv, ppt, speakers, skeleton dance video LED tv, ppt, speakers, skeleton dance video LED tv, ppt, speakers, skeleton dance video LED tv, ppt, speakers,ice bag, elastic bandage, IV. PROCEDURE A. Reviewing previous lesson or presenting the new lesson Let the pupils do the Skeleton dance. What are the functions of the bones? What are the functions of the bones? Let the pupils do the Skeleton dance. What are common bone and muscle injuries? Tell something about these. B. Establishing a purpose for the new lesson - “What would we look like if we have no bones in our body? - “Do you think could move with the bones alone? - “Do you think could move with the bones alone? - Did you experience having some bone injuries or muscle injuries? How did you feel? While you were playing luksong baka, one of your friends fell and broke his bone in his elbow, what are you going to do first?
- 33. C. Presenting examples/instance of the new lesson Let the pupils touch and feel their bones and tell something about these bones. *Show a video of how the muscles and bones allow a person to move. *Show a video of how the muscles and bones allow a person to move. Show pictures of children suffering from bone injuries and muscle injuries. - Show a video of applying a first aid measure for a fractured bone. D. Discussing the new concept and practicing new skill #1 -See pp 62 of the LM for the activity. . Introduce the activity. See pp 59 of the LM for the gactivity. Introduce the activity. See pp 61 of the LM for the activity. - Introduce the activity. See pp 65 of the LM for the activity . Introduce the activity. See pp 68-69 of the LM for the gactivity. E. Discussing the new concept and practicing new skill #2 -The teacher further explains the lesson. 1.What are the bones that protect the internal organs? 2. Which set of bones protect the lungs and the liver? 3-4. (See LM, p.63) -The teacher further explains the lesson. 1. How many bones are involved in the movement? 2. Are the bones connected to each other? 3. (See LM, p.60) - The teacher clarifies misconceptions -The teacher further explains the lesson. 1. What helps your finger bones move as you write? 2. Were you able to control the movement of your arms and legs? 3-7. See LM, p.61 *Explain what voluntary and involuntary muscles are. -The teacher further explains the lesson. She explains the common bone and muscle injuries. 1.What are the common muscle injuries? 2. What are the common bone injuries? 3-7. (See LM, p.66-67) -The teacher further explains the first aid treatment for bone injuries. -The teacher demonstrates the first aid treatment for different bone and muscle injuries. F. Developing Mastery ( Leads to Formative Assessment 3) -Show pictures of these bones that protect the internal organs and explain the function of each. -Explain the background information (pg 60of LM) -Have the pupils master the concepts. -Explain the background information (pg 62of LM) -Have the pupils master the concepts. -Explain the background information (pg 67of LM) -Have the pupils master the concepts. -Explain the background information (pg 69of LM) -Have the pupils master the concepts. G.Finding the Practical Application of Concepts and Skills in daily Living *What do you think might happen to our internal organs if there are no bones? Do you think the body can move if the muscles and the bones do not coordinate with each other? If the bones do not have joints, what will happen? Why? What will happen if we don’t have involuntary muscles in our body? *What are you going to do to avoid these bone and muscle injuries? Find a partner and demonstrate the first aid treatment for one of the following: 4. Fracture 5. Cramps 6. Bruise 4-5. H.Making generalizations and abstractions about the lesson * What are the functions of the bones? *What are the bones that protect the internal organs? *What are the functions of the muscles? *What is the difference between voluntary and involuntary muscle? Give examples. * What are different bone and muscle injuries? *What are the first aid treatment for different bone and muscle injuries? I. Evaluating Learning What bone protects the following: Tell whether the statement is TRUE or FALSE. Tell whether the following are voluntary or Identify the following bone and muscle injury: The first aid treatment demonstration will serve as
- 34. 11. Brain 12. Heart 13. Liver 14. Vertebrae or backbone 15. Pelvic bone 1. The muscle and bones coordinate with each other to make the body move. 2. The point where the bones meet are called joints. 3-5. involuntary muscles: 6. Leg muscles 7. Arm muscles 8. Heart muscles 9. Lung muscles 10. Eyelid muscles 3. It is a break in the bone. 4. It occurs when a bone is displaced out of its proper position. 3-5. the evaluation part of the lesson. Use rubrics in assessing their performance. J.Additional activities for application or remediation Draw the bones that protect our internal organs. Draw the skeletal system in a a bond paper. List some examples of voluntary and involuntary muscles. Research some first aid measure for these bone and muscle injuries. List the steps in performing the first aid treatment for sprain. V. REMARKS M.L. I.D. M.L. I.D. M.L. I.D M.L. I.D. VI. REFLECTIONS A. No. of Learners who earned 80% in the evaluation B. No. of Learners who require additional activities for remediation C. Did the remedial lesson work? No. of learners who have caught up the lesson D. No of learners who continue to require remediation E. Which of the teaching strategies who work well? Why did these work? F. What Difficulties did I encounter which my principal or superior can help me solve? G. What innovation or localized materials did I use/ discover which I wish to share with other teachers.
- 35. GRADE 1 to 12 DAILY LESSON LOG (Pang-araw-araw na Tala ng Pagtuturo) School Grade FOUR Teacher Learning Area: SCIENCE Week/Teaching Date WEEK 10/ August 7-11, 2017 Quarter: FIRST WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY A. CONTENT STANDARD Demonstrates understanding of how the major internal organs such as the brain, heart, lungs, liver, stomach, intestines, kidneys, bones, and muscles keep the body healthy. FIRST PERIODICAL TEST B. PERFORMANCE STANDARD Describe the major organs of the body. C. LEARNING COMPETENCIES Describe the main function of the major organs. Communicate that the major organs work together to make the body function properly. Identify the causes and treatment of diseases of the major organs 1.1.Describe the functions of the bones and muscles. 1.2.Identify common bone injuries and diseases. 1.3.Demonstrate first aid measures for the common bone injuries and diseases. S4LT-IIa-b-1 II. CONTENT ( Subject Matter) MAJOR ORGANS OF THE HUMAN BODY (Bones and Muscles) MAJOR ORGANS OF THE HUMAN BODY (Bones and Muscles) MAJOR ORGANS OF THE HUMAN BODY (Bones and Muscles) III.LEARNINGRESOURCES A.References 1.Teachers Guide pages 73-76 76-78 76-78 2.Learners Material Pages 58-68 58-68 3.Additional Materials from
- 36. Learning Resource (LR) Portal B. Other Learning Resources Power point, pictures, models Power point, pictures, models Power point, pictures, models IV. PROCEDURES 1. ELICIT 1. Let the pupils follow the “The Skeleton Dance” video. 2. Ask, “what would we look like if we have no bones in our body?” “What parts of your body do you use in doing different actions like clapping, standing, bending and others?” 1. Have a review. 2. Let the pupils sing the song “Full of Bones”. And as they sing, let them point to each body part. 3. Talk about the song. Ask some questions about the bones. 4. Tell, “Lets find out the common injuries you may encounter while playing.” 1. Ask the pupils to dance again the “The Skeleton dance”. 2. Have you ever tried to help someone who accidentally broke his or her leg? What did you do to help him/her? 3. Today, we will be demonstrating proper first aid treatment for patients of broken legs. IV. ENGAGE 1. Divide the class into five groups. 2. Introduce the activities. Let them do the activities LM. Pp 58 and 59. 3. Guide the pupils as they perform the activity. 4. Ask a representative of each group to present the result they did in the different activities. 5. Discuss the bones, joints, and muscles. Then ask guide questions for comprehension. 1. Ask the pupils to stay with their group in the previous day. Tell them to work on Lesson 14: LM Activity 4 “What are the common injuries in sports and games?” and answer the guide questions. 2. Guide the pupils while doing the activity. 3. Allow them to share their answers and results of the activity. 1. Process the answers of the pupils and discuss the different diseases of bones. 1. Refer to Lesson 14: LM Activity 5 “What treatment should be given?” 2. After your demonstration, group the pupils and let them practice first aid treatment that you have demonstrated. 1. Ask some pupils to become patients and others as first aiders, and then take turns. Be sure to prepare the materials for the demonstration activity. 2. Guide the pupils while doing the activity.
- 37. 2. EXPLORE 1. Activity 1. “What role does the backbone offer in bending?” 2. Activity 2. “What is the function of the bone?” 3. a. Let the pupils perform another activity. Do “Do Lesson 14 LM activity. b. let the pupils demonstrate the good posture in standing, sitting, picking objects on the floor. 1. What are the common injuries of bones? 2. What are the different diseases of the bones? 3. Describe how the bones, muscles, and joints work together to help you move. 4. Let them do the suggested activity TG. P. 78. 1. What is first aid? 2. What are some first aid tips which can ease the pain while waiting for the medical attention? 1. Fracture 2. Dislocation 3. sprain 3. EXPLAIN Answer the Guide Questions. Refer to LM p. 122 Group reporting. Based on the result of the activity done earlier. Group reporting. Based on the result of the activity done earlier. 4. ELABORATE 5. EVALUATE 6. EXTEND V. REFLECTION A. No. of learner who earned 80% B .No. of learner who scored below 80% ( needs remediation) C. No. of learners who have
- 38. caught up with the lesson D. No of learner who continue to require remediation E. Which of my teaching strategies work well? Why? Guessing Game Making of line graphs. Insights given by the pupils. Varied answers of the pupils from the activity. Processed information base from group activity. F. What difficulties did I encounter which my principal /supervisor can help me solve? Uncontrollable attitude of pupils during activity. Pupils’ attitude during group activity. Bullying among the pupils Availability of technological equipment. Pupils’ attitude during group activity. G. What innovation or localized materials did I use/discover which I wish to share w/other teacher?