DLL SCIENCE QUARTER 1 WEEK 1-10.docx

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
absorb water.
2. Classify materials
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

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.
the concepts.
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.

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
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________

help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________

GRADE 1 to 12
DAILY LESSON LOG
(Pang-araw-araw na
Tala ng Pagtuturo)
School Grade FOUR
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

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

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 ______

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?

GRADE 1 to 12
DAILY LESSON LOG
(Pang-araw-araw na
Tala ng Pagtuturo)
School Grade FOUR
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
waste according to the
properties of its materials.
S4MT-Ic-d-3
waste according to the properties of
its materials.
S4MT-Ic-d-3
of its materials.
S4MT-Ic-d-3
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
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?
materials?
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?
how will you do it?
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
Chart 2, p. 22
Group Activity
Chart 2, p. 22

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?
materials?
materials?
materials?
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?
materials?
materials?
materials?
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

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?
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________

GRADE 1 to 12
DAILY LESSON LOG
(Pang-araw-araw na
Tala ng Pagtuturo)
School Grade FOUR
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
the solid mater-
S4MT-Ie-f-5
the solid mater-
S4MT-Ie-f-5
II. CONTENT
( Subject Matter)
Changes that Materials
Undergo:
Undergo:
Undergo:
Undergo:
Undergo:
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
materials
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

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
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 help me solve?
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
materials did I used/discover
teachers?
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________

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
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
to the materials when
heated and when
cooled.
the materials when heated
and when cooled.
solid materials when mixed
with other solid materials.
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)
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)

the lesson. and temperature. Let
them predict and write
their prediction in the
table, (TG,p.49)
when they are heated and
cooled?
prepared?
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
E. Discussing new concepts and
- 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.
1. What happens to each
material when heated?
Why?
2-7.
-Explain the background
information in LM p. 40.
Group Reporting and
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
1. What liquid materials
mixed completely? What
made this happen?
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.
information (pg 43of LM)
-Have the pupils master the
concepts.
-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

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
mixed with the other
liquid materials?
Solid materials can be
combined with liquid
materials. Some
completely dissolve in
liquid materials, but
others do not.
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.
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,

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%
work? No. of learners who got
caught up in the lesson
D. Number of learners who
continue to require remediation
strategy worked well? Why did
this work?
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.

GRADE 1 to 12
DAILY LESSON LOG
(Pang-araw-araw na
Tala ng Pagtuturo)
Teacher Subject SCIENCE
Teaching Dates and Time WEEK 6/ July 10-14, 2017 Quarter FIRST
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
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
materials to the
environment.
harmful to the environment.
2. Describe the harmful effects
of the changes in the materials
to the environment.
preventing the harmful effects
to the environment.
1. Describe the functions of
the bones.
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
-Bones and Muscles
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

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,
B. Other Learning Resources
IV.PROCEDURES
A.Review previous lesson or
presenting the new lesson.
What happened to the
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
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?
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
the group activity.
Emphasize the
-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.
activity.
.
Introduce the activity. See
pp 59 of the LM for the
gactivity.
E. Discussing new concepts and
Group Reporting and
mixed completely? What
made this happen?
did not mix completely?
What made this happen?
3-4.
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
1. How many bones are
involved in the movement?
2. Are the bones connected
to each other?
3. (See LM, p.60)
misconceptions

misconceptions.
the materials that are
harmful to the
environment? What made
them harmful?
information in LM p. 51
These”, p.54 of LM.
F. Developing Mastery (Leads to
Formative Assessment 3
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.
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?
*What happens to the
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
in our environment?
* What are the functions of
the bones?
*What are the bones that
*What are the functions of
the muscles?
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

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.
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%
work? No. of learners who got
caught up in the lesson
D. Number of learners who
continue to require remediation
strategy worked well? Why did
this work?
supervisor can help me solve?

G. what innovation or localized
materials did I used to discover
which I wish to share with the
teachers.

GRADE 1 to 12
DAILY LESSON LOG
(Pang-araw-araw na
Tala ng Pagtuturo)
Teacher Leaning Area SCIENCE
Teaching Dates and Times WEEK 7/ July 17-21, 2017 Quarter FIRST
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
the bones.
the muscles.
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
-Bones and Muscles
-Bones and Muscles
Common Bone Injuries and
Diseases
First Aid Treatment for Bone and
Muscle Injuries
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,
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
Skeleton dance.
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?
- 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?

C. Presenting examples/instance
of the new lesson
bones.
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
activity.
.
gactivity.
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
liver?
3-4. (See LM, p.63)
to each other?
3. (See LM, p.60)
misconceptions
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 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 first aid treatment for
bone injuries.
-The teacher demonstrates
different bone and muscle
injuries.
F. Developing Mastery -Show pictures of these
concepts.
-Explain the
background
information (pg 62of
LM)
the concepts.
concepts.
concepts.
G. Finding the Practical
Application of Concepts and
Skills in daily Living
bones?
with each other?
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.
the bones?
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

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
is TRUE or FALSE.
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.
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
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
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.

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
Teaching Dates and Times WEEK 8/ July 24-28, 2017 Quarter First
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
harmful to the environment
2. Describe harmful effects
of the changes in the
materials to the
environment
the environment
S4MT-Ii-j-7
materials to the
environment
the environment
S4MT-Ii-j-7
materials that are useful
or harmful to the
environment
2. Describe harmful
effects of the changes in
the materials to the
environment
preventing/minimizing
changes in the materials
to the environment
S4MT-Ii-j-7
2. Describe harmful effects of
the changes in the materials to
the environment
harmful effects of the changes
in the materials to the
environment
S4MT-Ii-j-7
materials to the
environment
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
Harmful to One’s
Environment
Materials that are Useful
or Harmful to One’s
Environment
Harmful to One’s Environment
Harmful to One’s
Environment
A. Reference
3. Textbook Page

B. Other Learning Resource
IV. PROCEDURE
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
our environment?
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?
of the new lesson
Ask them to identify some
other changes in the
harmful to one’s
environment.
What are the harmful
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.
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
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
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
campaigns?

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
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
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
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
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.
Identify one material at
home that undergoes
changes that are harmful to

the environment.
V. REMARKS
VI. REFLECTIONS
A. No. of Learners who earned
B. 80% in the evaluation
No. of Learners who require
remediation
Why did these work?
Encounter which my
principal or superior
can help me solve?
materials did I use/discover
teachers.

GRADE 1 to 12
DAILY LESSON LOG
(Pang-araw-araw na
Tala ng Pagtuturo)
School Grade Level Four
Teaching Dates and Times WEEK 9/ July 31- August 4, 2017 Quarter First
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.
the bones.
the muscles.
move.
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
-Bones and Muscles
-Bones and Muscles
Common Bone Injuries and
Diseases
First Aid Treatment for Bone
and Muscle Injuries
A. Reference
3. Textbook Page
B. Other Learning Resource LED tv, ppt, speakers,
LED tv, ppt, speakers,ice
bag, elastic bandage,
IV. PROCEDURE
Skeleton dance.
the bones?
the bones?
Skeleton dance.
What are common bone and
muscle injuries? Tell
something about these.
new lesson
- “What would we look like
if we have no bones in our
body?
- 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?

of the new lesson
bones.
person to move.
person to move.
Show pictures of children
suffering from bone injuries
- Show a video of applying a
first aid measure for a
fractured bone.
activity.
.
gactivity.
activity.
- Introduce the activity. See
activity
.
pp 68-69 of the LM for the
gactivity.
liver?
3-4. (See LM, p.63)
to each other?
3. (See LM, p.60)
misconceptions
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.
explains the lesson. She
explains the common bone
1.What are the common
muscle injuries?
2. What are the common
bone injuries?
3-7. (See LM, p.66-67)
explains the first aid
treatment for bone injuries.
-The teacher demonstrates
different bone and muscle
injuries.
F. Developing Mastery ( Leads to
Formative Assessment 3)
-Show pictures of these
concepts.
concepts.
concepts.
concepts.
G.Finding the Practical
Application of Concepts
and Skills in daily Living
bones?
with each other?
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
the bones?
the muscles?
*What is the difference
between voluntary and
involuntary muscle? Give
examples.
* What are different bone
*What are the first aid
treatment for different bone
I. Evaluating Learning What bone protects the
following:
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

11. Brain
12. Heart
13. Liver
14. Vertebrae or
backbone
15. Pelvic bone
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
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
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
remediation
C. Did the remedial lesson work?
No. of learners who
Why did these work?
superior can help me solve?
materials did I use/
discover which I wish to share
with other teachers.

GRADE 1 to 12
DAILY LESSON LOG
(Pang-araw-araw na
Tala ng Pagtuturo)
School Grade FOUR
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

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
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.

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

caught up with the lesson
D. No of learner who continue
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.
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.
materials did I use/discover
which I wish to share w/other
teacher?

DLL SCIENCE QUARTER 1 WEEK 1-10.docx

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