School Jose Rizal Elem Sch Grade Level Four

Teacher MARICRIS T. PANGANIBAN Learning Area Science

Teaching Dates Quarter 2nd Quarter
DAILY LESSON LOG Time Jade 1:10- 2:00 Checked by
Sapphire 2:00- 2:50
Ruby 4:20- 5:10
Aquamarine 5:10- 6:00

DAY

I. OBJECTIVES

A. Content Standards The learners demonstrate understanding of how the major internal organs such as the brain, heart,
lungs, liver, stomach, intestines, kidneys, bones, and muscles keep the body healthy.

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

S4 LT-IIa-b-1.1.1.a
C. Learning  Bones and muscles
Competencies/Objectives
Write the LC code for each
S4 LT-IIa-b-1.1.1.a.1
Specific Objectives:  Describe the parts and functions of the bones and muscles

 Bones are of different sizes and shape. Bones are made up of some minerals which give it
hardness and toughness.
 The skeleton is the framework that gives shape to the body, supports it and protects its
II. CONTENT
internal organs.
 Muscles form a fleshy parts of the body. It is made of fiberlike tissues. They are arrange in
bundles.
 Muscles enable our body to move. They also give shape and protect our delicate organs.
III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide Pp 73-76
pages
2. Learner’s Material pp 58-60
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal

B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting Examples/
Instances
D. Discussing new concepts
and practicing the new skills #
1 Group activity
E. Discussing new concepts
and practicing the new skills #2
F. Developing mastery (leads to EXPLAIN
Formative Assessment #3)
Ask each group to present their data and answer the guide questions:
ELICIT
Write land, water, or air opposite each substance to show what it pollutes. (A substance may
pollute more than one.)
1. Detergent (water)
2. Smoke (air)
3. Insect spray (air)
4. Kerosene (air, water, soil)
5. Oil (water, soil, air
ENGAGE
Let’s do this!
Bend forward, then raise your arms sideward.
Turn your head from left to right.
Sway your hips.
Bend your knees.
Are the bones connected to each other?
How many bones are involved in the recent activity that you do?
Place the model of the skeleton in front. Ask several pupils to wrap it in a blanket.
What shape the blanket takes?
What gives the human body its shape?
What would you look like if we have no bones in our body?
Why can’t we see these bones?
Would you look nice if you were all bones and skin? (No)
Why? (I would look bony)
How do muscles help your bones do the exercise?
EXPLORE
1. Organize the class into 4 groups.
2. Introduce Lesson’s activity
3. Set the norms on performing group activities.
4. Let them perform the activities on assigned areas. Supervise the pupils as they do the activity.
Group Activity: Bones and Muscles(See separate sheet)
Have student work independently or in a small group and provide them a paper doll.
1. Did the paper doll stands on its own? Why?
2. Does the paper doll stand without the thick cardboard?
3. Does the cardboard work similarly like the bones of your body?
4. If the cardboard helps support the paper doll, what helps support your
body?
5. Do your bones and muscles work together as you performed the given
activities?
 6. Were you able to control the movement of your arms and legs during
these activities?
7. Show models of some internal organs such as the brain, the heart, the
lungs, the large and small intestines and the spinal cord. What bones
protect these organs?
8. What gives a better shape to this figure than the skeleton?(muscles)
9. What are muscles made of?(fibrous tissues)
10. How are muscle fibers arranged? (in bundles)
11. What holds muscles in place?(connective tissues)
12. Which part of the body have long muscles?(arms and legs)
13. Base on its texture, why must it be covered?

G. Finding practical ELABORATE

applications of concepts and
skills in daily living The bones need calcium to become strong and healthy. As growing children, how can you make
your bones strong and healthy?
I. Evaluating learning EVALUATE

J. Additional activities for
application or remediation.
1. Give each group the parts of the skeletal system. Form the skeletal system by
putting the pieces of cutouts together. Distribute cards with the names of the
different bones and tack the name card on the bone. Using the skeleton model
have them describe the bones and their functions on the separate meta cards.
2. Using the picture, describe how different muscles look. Tell which parts of the
body have long/short muscles.
EXTEND
Measure the muscles in the left and right arms of your father or grandfather. Which muscle is
larger? What could be the reason for this?

V. REMARKS
_____Lesson carried. Move on to the next objective.
_____Lesson not carried.

I. REFLECTION JADE(1) SAPPHIRE(2) RUBY(3) ACQUAMARINE(4)

A. No. of ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
learners who earned 80% above earned 80% above earned 80% above earned 80% above
earned 80%
on the
formative
assessment
B. No of learners ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
who require require additional require additional require additional require additional activities
additional activities for activities for activities for remediation for remediation
activities for
remediation remediation
remediation
C. Did the ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
remedial
lessons work?
 No. of ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who
learners who caught up the lesson caught up the lesson caught up the lesson caught up the lesson
caught up with
the lesson
D. No. of ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
learners who continue to require continue to require continue to require continue to require
continue to remediation remediation remediation remediation
require
remediation.
E. Which of my Strategies used that Strategies used that Strategies used that Strategies used that work
teaching work well: work well: work well: well:
strategies
worked well? ___ Group ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why did these collaboration
work? ___ Games ___ Games ___ Games
___ Games

___ Power Point

Presentation ___ Power Point ___ Power Point
Presentation Presentation
___ Answering ___ Power Point
preliminary ___ Answering ___ Answering Presentation
preliminary preliminary
activities/exercises ___ Answering preliminary
activities/exercises activities/exercises
___ Discussion activities/exercises
___ Discussion ___ Discussion
___ Case Method ___ Discussion
___ Case Method ___ Case Method
___ Think-Pair-Share ___ Case Method
(TPS) ___ Think-Pair-Share ___ Think-Pair-Share
(TPS) (TPS) ___ Think-Pair-Share
___ Rereading of (TPS)
Paragraphs/ ___ Rereading of ___ Rereading of
Paragraphs/ Paragraphs/ ___ Rereading of
Poems/Stories Paragraphs/
Poems/Stories Poems/Stories
___ Differentiated Poems/Stories
Instruction ___ Differentiated ___ Differentiated
Instruction Instruction ___ Differentiated
___ Role Instruction
Playing/Drama ___ Role ___ Role Playing/Drama
Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
___ Lecture Method ___ Lecture Method
Why? Why?
Why? Why?
___ Complete IMs ___ Complete IMs
___ Complete IMs ___ Complete IMs
___ Availability of ___ Availability of
___ Availability of Materials ___ Availability of
Materials
Materials Materials
 ___ Pupils’ eagerness ___ Pupils’ eagerness ___ Pupils’ eagerness to ___ Pupils’ eagerness to
to learn to learn learn learn

___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in doing Cooperation in doing Cooperation in doing Cooperation in doing
their tasks their tasks their tasks their tasks

F. What __ Bullying among __ Bullying among __ Bullying among pupils __ Bullying among pupils
difficulties did pupils pupils
I encounter __ Pupils’ __ Pupils’
which my __ Pupils’ __ Pupils’ behavior/attitude behavior/attitude
principal or behavior/attitude behavior/attitude
supervisor __ Colorful IMs __ Colorful IMs
can help me __ Colorful IMs __ Colorful IMs
solve? __ Unavailable __ Unavailable
__ Unavailable __ Unavailable Technology Technology
Technology Technology
Equipment Equipment (AVR/LCD)
Equipment Equipment (AVR/LCD)
(AVR/LCD) (AVR/LCD) __ Science/ Computer/
__ Science/ Computer/
__ Science/ Computer/ __ Science/ Computer/ Internet Lab
Internet Lab
Internet Lab Internet Lab __ Additional Clerical
__ Additional Clerical works
__ Additional Clerical __ Additional Clerical works
works works __Reading Readiness
__Reading Readiness
__Reading Readiness __Reading Readiness __Lack of Interest of
__Lack of Interest of pupils
__Lack of Interest of __Lack of Interest of pupils
pupils pupils

G. What Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:

innovation or
localized __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I
use/discover __ Making use big __ Making use big __ Making use big books __ Making use big books
which I wish to books from books from from from
share with
other views of the locality views of the locality views of the locality views of the locality
teachers?
__ Recycling of __ Recycling of plastics __ Recycling of plastics __ Recycling of plastics to
plastics to be used as to be used as to be used as be used as Instructional
Instructional Materials Instructional Materials Instructional Materials Materials

__ local poetical __ local poetical __ local poetical __ local poetical

composition composition composition composition

__Fashcards __Fashcards __Fashcards __Fashcards

__Pictures __Pictures __Pictures __Pictures

 Acitivity 1
Bones and Muscles

Materials:

paper doll, masking tape/paste, piece of wire/cardboard, scissors, chicken leg, chicken heart, chicken intestine

Procedure:

2. Distribute a paper doll to the class.

3. Let the paper doll stand on the table.
4. Attach the paper doll to the wire or cardboard using a masking tape or paste.
5. Now, using the drawing of the skeletal system and referring to your own body parts, fill in the
blanks with the correct answer.
6. Observe the muscles in a chicken leg, chicken heart and chicken intestines. Separate the
muscles in each part into fibers and compare them.
Guide Questions:

1. Did the paper doll stands on its own? Why?

2. Does the paper doll stand without the thick cardboard?
3. Does the cardboard work similarly like the bones of your body?
4. If the cardboard helps support the paper doll, what helps support your body?

A. Touch your head. The bony structure that protects our head is called
____________.
B. Feel your chest. The bones that you feel are called the _______________.
C. Ask a classmate to turn his/her back to you. Run your fingers up and down the
middle of his/her back to feel the bones. The bones on your back is called
_________________.
D. Stretch your arms and shake your legs. The bones in your arms and legs make
the
_______________________________________________________________.
5. What are muscles made of?
6. How are muscles fibers arranged?
7. What ways muscles in the body different?
8. Where can you find the heart? Chicken intestine?
9. What bone covers the heart? The intestine?
Cut the picture of a paper doll with scissors. Let it stand on the table. Observe.