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    DLL - Science 4 - Q2 - W8

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    kristel guanzon
    This daily lesson log outlines a science unit taught over one week to 4th grade students on plant structures and how they allow plants to adapt to different environments. The lessons cover how environmental factors like light, water and soil affect plant growth; identifying parts of seeds and the differences between monocot and dicot plants; and examining factors that influence seed germination and growth. Students engage with activities involving interpreting plant growth data, identifying plant structures, comparing seed characteristics, and analyzing the factors needed for plant survival.

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    DLL - Science 4 - Q2 - W8

    Uploaded by

    kristel guanzon
    5 views4 pages
    This daily lesson log outlines a science unit taught over one week to 4th grade students on plant structures and how they allow plants to adapt to different environments. The lessons cover how environmental factors like light, water and soil affect plant growth; identifying parts of seeds and the differences between monocot and dicot plants; and examining factors that influence seed germination and growth. Students engage with activities involving interpreting plant growth data, identifying plant structures, comparing seed characteristics, and analyzing the factors needed for plant survival.

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    DLL_SCIENCE 4_Q2_W8

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    This daily lesson log outlines a science unit taught over one week to 4th grade students on plant structures and how they allow plants to adapt to different environments. The lessons cover how environmental factors like light, water and soil affect plant growth; identifying parts of seeds and the differences between monocot and dicot plants; and examining factors that influence seed germination and growth. Students engage with activities involving interpreting plant growth data, identifying plant structures, comparing seed characteristics, and analyzing the factors needed for plant survival.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    5 views4 pages

    DLL - Science 4 - Q2 - W8

    Uploaded by

    kristel guanzon
    This daily lesson log outlines a science unit taught over one week to 4th grade students on plant structures and how they allow plants to adapt to different environments. The lessons cover how environmental factors like light, water and soil affect plant growth; identifying parts of seeds and the differences between monocot and dicot plants; and examining factors that influence seed germination and growth. Students engage with activities involving interpreting plant growth data, identifying plant structures, comparing seed characteristics, and analyzing the factors needed for plant survival.

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    You are on page 1of 4

    School: SAN AGUSTIN ELEMENTARY SCHOOL Grade Level: IV

    GRADES 1 to 12 Teacher: KRISTEL C. GUANZON Learning Area: SCIENCE


    DAILY LESSON LOG Teaching Dates and
    Time: JANUARY 8 – 12, 2024 (WEEK 8) Quarter: 2ND QUARTER

    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


    I. OBJECTIVES Interpret data on the effect Choose which plant could grow a. Identify and examine the parts a. Compare the characteristics of a. Distinguish the factors that
    of environmental factors on in a particular habitat. of a seed different plant seeds affect seed germination and
    plant growth. b. Distinguish monocot and dicot b. Compare the growth process growth b.
    as to its structures. of monocot seeds to a dicot seed. Analyze and interpret data
    gathered
    c. Exercise investigative
    approach in problem solving
    A. Content Standards The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
    understanding of plants have understanding of plants have understanding of plants have understanding of plants have understanding of plants have
    body parts that make them body parts that make them adapt body parts that make them adapt body parts that make them adapt body parts that make them
    adapt to land or water. to land or water. to land or water. to land or water. adapt to land or water.

    The learners should be able The learners should be able to The learners should be able to The learners should be able to The learners should be able to
    to construct a prototype construct a prototype model of construct a prototype model of construct a prototype model of construct a prototype model of
    B. Performance Standards model of organism that has organism that has body parts organism that has body parts organism that has body parts organism that has body parts
    body parts which can survive which can survive in a given which can survive in a given which can survive in a given which can survive in a given
    in a given environment. environment. environment. environment. environment.
    The learners should be able The learner should be able to The learners should be able to The learners should be able to The learners should be able to
    to conduct investigation on choose which plants grow in a conduct investigation on the conduct investigation on the conduct investigation on the
    the specialized structures of particlar habitat. specialized structures of plants specialized structures of plants specialized structures of plants
    plants given varying S4LT-IIe-f-12 given varying environmental given varying environmental given varying environmental
    environmental conditions: conditions: light, water, conditions: light, water, conditions: light, water,
    light, water, temperature, temperature, and soil type. temperature, and soil type. temperature, and soil type.
    and soil type. S4LT-IIe-f-10 S4LT-IIe-f-10 S4LT-IIe-f-10
    S4LT-IIe-f-10
    C. Learning
    Competencies/Objectives
    Plants Plants Plants Plants
    II. CONTENT Plants Live in Land or in Water Live in Land or in Water Live in Land or in Water Live in Land or in Water
    Live in Land or in Water

    III. LEARNING RESOURCES

    A. References
    1. Teacher's Guide pages 131-137 138-139 143-149 150-154 154-159
    2. Learner's Materials pages 123-124 124-25 126-127 128-130 131-134
    3. Textbook pages
    4. Additional Materials from
    Learning
    Resource (LR)portal
    B. Other Learning Resources

    IV. PROCEDURES

    On the space below the Tell whether the following is a


    A. Reviewing previous lesson Sing a science song Ask each pupil to present their drawing put a check if the plant Identify the parts of the seed monocot or a dicot. Write M if
    or
    presenting the new lesson "Jack in Jill" assignment. Allow them to tell put a check if the plant is see TG p. 150 monocot. D if dicot.
    see TG p. 131 something. aquatic and x if terrestial ( see TG see TG p. 155
    p. 143)
    What specialized structures do What are the three basic parts of
    Post three posters on the board the a Have you experienced planting
    Asking questions about the plants have? Name some seed? How about the parts of the
    song. particular
    B. Establishing a purpose for the see TG p. 132 labelled as aquatic, terrestial plants that grow in our school plant embryo? or seen others planting?
    lesson
    and aerial. surroundings/in your barangay. see TG p. 155
    Ask a volunteer to identify where Post a picture on the board. Using the FISH BONE DIAGRAM,
    It is good that you still
    remember
    C. Presenting the different science their favorite plant grow. Ask Have you heard the fairytale story When do we say that a seed or list down factors that plants
    examples/instances of processes in them of
    the new lesson conducting an experiment. to explain why they prefer to put Jack and the Beanstalk? seedling is a monocot or dicot? need for growth
    the plants in such habitat. see TG p. 144 see TG p. 155
    see TG p. 132

    Listening the story about Exploration Exploration


    D. Discussing new concepts and States the mechanics of the Activity 1 "Jack and the Beanstalk" Group Activity Group Activity
    practi-
    cing new skills #1 activity. see LM p. 124-125 Talk about the story. see TG p. 151 see TG p. 155-157
    see TG p. 144-145 see LM p. 128-129 see LM p. 131--133
    see TG p. 132

    Exploration
    Group activity (Activities/Investigation,
    E. Discussing new concepts and Exploration Group Reporting Process Skills Group Reporting Group Reporting
    practicing new skills #2 see TG p. 132-133 Explanation see TG p. 145/see LM p. 126 Explanation
    see TG p. 138 Let the pupils report their see TG p. 152?LM p. 120
    see LM p. 123-124 findings

    F. Developing mastery Explanation Extension Explanation/Discussion After germination, which Explanation


    seedlings
    (Leads to Formative see TG p. 133-134 see TG p. 139 see TG p. 146-147 or germinated seeds are see TG p. 156 see LM p. 134
    Assessment 3) monocot or dicot?
    G. Finding practical applications Elaboration Give the parts of a seed and Extension. Elaboration Extension/Elaboration
    of see TG p. 134-135 describe each. see TG p. 147/see see TG p. 153-154 see TG p. 157-158
    concepts and skills in daily LM p. 127
    living
    H. Making generalizations and How will the different Why it is important to know the When do we say that a seed or What does this activity tells us? Guide the pupils in constructing
    abstractions about the lesson factors seedling is a monocot or dicot?
    of the environment affect plant habitat? States the part of embryo and its see LM p. 130 the key idea or concept learned
    plant growth? function. see TG p. 147-149 in this lesson.
    I. Evaluating learning see TG p. 136 see TG p. 139 see TG p. 149 see TG p. 154 see TG p. 158
    J. Additional activities for Construct any of these Make a journal of what you have Make a journal of what you have Make a journal of what you
    application simple learned for today. see TG p. 149 learned have learned for today. see TG
    or remediation experiments at home. for today. see TG p. 154 p. 159
    see TG p. 136-137
    V.REMARKS

    VI.REFLECTION

    A..No. of learners who earned 80% in


    the evaluation
    B..No. of learners who require
    additional activities for remediation
    who scored below 80%
    C…Did the remedial lessons work? No.
    of learners who have caught up with
    the lesson

    D..No. of learners 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 use/discover which I
    wish to share with other teachers?

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