4

Quarter 12
Quarter
Lesson Exemplar Lesson

for Science 7

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science 4
Quarter 2: Lesson 7 (Week 7)
S.Y. 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School Year
2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary
measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over
them.

Development Team

Writer:
• Jill Christine H. Miralles (Leyte Normal University)

Validators:
• Marie Grace S. Cabansag (Philippine Normal University - North Luzon)

Management Team

Philippine Normal University

Research Institute for Teacher Quality
 SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph
 SCIENCE (BIOLOGY) / QUARTER 2 / GRADE 4

I. CURRICULUM CONTENT,
STANDARDS, AND LESSON
COMPETENCIES

L
A

B
B

C T
a

C A

D
B

II. LEARNING RESOURCES

● Bradford, A. (2016). Herbivores: Facts About Plant Eaters https://www.livescience.com/53452-herbivores.html
● Dela Cruz, S.B., Lekcharoen, M.L., Guia, G.R., Ortiz, K.A.P., & Salandanan, G.G. (2022). Science You Can Do.

1
 Sibs Publishing House, Inc. p. 118.
● Department of Education. (Year). MATATAG Curriculum in Science. DepEd Complex, Meralco Avenue, Pasig City, Philippines.
● I Explore: A Science Textbook 3. Food and Feeding Habits of Animals. Cambridge University Press. Pp. 2-5
● Learning Mode Kids. “Omnivores | Types of Animal | Science for Kids.” YouTube, 2021,
https://www.youtube.com/watch?v=6p8T8pTboqc.
● Learning Mode Kids. “Carnivores | Types of Animal | Science for Kids.” YouTube, 2021,
https://www.youtube.com/watch?v=7xTF1MIsPSU
● Mapa A.P., Vengco, L.G. & Potentiano, J.L. (2015). Science for Active Learning 4. Sibs Publishing House, Inc. p. 241.
● Penna, S. (n.d.). What Animals Eat: Carnivores. Elephango.
https://www.elephango.com/index.cfm/pg/k12learning/lcid/11386/What_Animals_Eat:_Carnivores
● Penna, S. (n.d.). What Animals Eat: Herbivores. Elephango.
https://www.elephango.com/index.cfm/pg/k12learning/lcid/11385/What_Animals_Eat:_Herbivores

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Day 1 ● The teacher may use flashcards

Prior 1. Short Review of animals then the learners will
Knowledge Directions: identify the life cycle of animals
Describe the different stages in the life cycle of
1. Butterfly
2. Frog
3. Chicken
4. Human

2
B. Establishing 1. Lesson Purpose
Lesson ● The lesson proper will start by
The whole class will sing the song “Old Mc Donald had a Farm” the singing of “Old Mc Donald
Purpose
had a Farm”. This will set the
mood of the learners and will
give them the idea of the
lesson. The teacher may use
a recorded song or video of
this song so the learners will

know the lyrics and enjoy the

song.
2. Unlocking Content Area Vocabulary
Rearrange the letters to form the correct word described in the following statements. ● After singing, the teacher can
EHRBIRESVDO are animals that eat plants only. ask the following questions:
RACNIRESVO are animals that eat meat only. 1. What are the animals
NMOIRESVO are animals that eat both plants and animals. mentioned in the song?
ERPDARSTO are animals that hunt and kill other animals. 2. How would you group the
YSPRE animals that are hunted and killed by other animals. animals according to the food
they eat?
● Then the teacher can
proceed to the unlocking of
difficulties where the teacher
will show jumbled letters, the
learners will arrange it to
form a correct word.

C. Developing SUB-TOPIC 1: Herbivores ● The teacher will show three

and sets of animals then the
Deepening 1. Explicitation learners will identify which
Understandin organism does not belong to
g the group
A. One Out! Study each set of pictures. Determine which organism does not
belong to the group and state why this organism does not belong. The teacher may do this to
1. cow, horse, lion, carabao ● the whole class or she may
2. butterfly, bees, dragonfly, frog divide the class into three,
3. snake, lion, crocodile, deer then each group will receive
3
 one set of pictures, they will
identify and explain which
organism does not belong to
the group.

●
The teacher may group the
class into three and provide
each of them a task card.

2. Worked Example Task card 1 is for Act. 2.1,

2.1. Analyze the pictures of animals. Then answer the questions below the ● task card 2 is for 2.2, then
pictures task card 3 is for 2.3.
The teacher may give the
● learners 15 minutes to finish
the task
After the activity, the teacher
● may ask the following
process questions:
How would you describe the
● diets of these animals?
Based on their diets, how
● would you classify them?
Compare and contrast the
● herbivores' physical
characteristics. How do these
features help them survive in
different environments?
How do herbivores contribute
● to the balance of the
Questions: ecosystem?
How can you contribute to
● How would you describe the teeth of the animals? the conservation of
●
● What food do these animals eat?
4
 ● What would you call this group of animals? these animals?
● What other animals can you give that belong to this group

2.2. Analyze the pictures on the first column, write their names below the
picture. In the second column write the food they eat and in the third column, write
the manner of how they get their food.

5
2.3. Study the information about the given organisms. Answer the given questions
below the pictures.

The green sea turtle is the largest hard-shelled sea turtle. They are
unique among sea turtles in that they are herbivores, eating mostly
seagrasses and algae. This diet is what gives their fat a greenish color
(not their shells), which is where their name comes from. Green
turtles are found throughout the world.

The dugong, like all sea cows, is herbivorous. It primarily grazes on

sea grasses and therefore spends most of its time in sea grass
beds. Dugongs were found in all areas of the Philippines

6
 Parrotfish are colorful, tropical creatures that spend about 90% of
their day eating algae off coral reefs. This almost-constant eating
performs the essential task of cleaning the reefs which helps the
corals stay healthy and thriving.

Questions:
● How would you describe the diet of these given organisms?
● Based on their diet, what would you call this group of organisms?
● These organisms are included in the list of threatened animal species in the
Philippines. How would you show concern for these animals?

3. Lesson Activity

3.1. Herbivore Adaptation Hunt

● Look at the pictures of the different herbivores on the first column. Herbivore Adaptation Hunt
● Read the list of adaptation descriptions on the side.
● Then complete the table by writing the adaptations that best suits each ● Allow pupils to work
herbivore in the second column and in the third column, explain how the individually or in pairs,
depending on learning styles
adaptations help the herbivores to survive in their environment.
and classroom dynamics.
● Distribute the worksheets and picture/description materials. ● Provide support and
clarification as needed.
● Guide students through the instructions as written on the worksheet.
● Encourage them to carefully observe the pictures, analyze the adaptation
descriptions, and make connections between adaptations and specific
herbivores.
What's on the Herbivore Menu?
3.2. What's on the Herbivore Menu? ● Allow students to work
● Read each clue carefully. individually or in pairs.
● Think about which herbivore best fits the description based on its habitat ● Provide support and

7
 and diet. clarification as needed.
● Write the name of the herbivore in the blank space next to each clue.

A. Distribute the worksheets

B. Guide the pupils through the instructions as written on the worksheet.
C. Encourage them to carefully read the clues and use their knowledge of
herbivore habitats and behaviors to make deductions about their diet.
● The teacher will prepare pictures
Day 2 of wild animals and have it
posted on the wall of the
classroom. Let the learners walk
SUB-TOPIC 2: Carnivores
around and carefully observe the
pictures. Make a list of the
1. Explicitation animals they can identify and
encourage them to note any
A. Photo gallery of wild animals. features that stand out.
● Then the teacher will ask them
Directions. Carefully observe the pictures and make a list of the animals that you what are the animals that they
can identify. Note any features that stand out. have identified. After that, the
teacher will post on the
blackboard two big circles that
B. Sorting Time! they will use in classifying the
Sort the animals into two categories.: those that eat plants only and those that eat animals.
other animals.
● The teacher will now ask the
learners to sort the animals into
● Then after the activity, the teacher can process it using these questions: two categories: those that eat
- How did you decide which animals eat plants and which ones eat other plants only and those that eat
animals? - What do you call animals that eat plants only? How about animals that other animals.
eat other animals? ● Note: The learners can use their
observations and prior knowledge
- What do you think are the specific features or characteristics of the
to make this classification.
carnivores that help them survive in their environments?
- What ideas did you come up with for helping to protect wild animals?
● The teacher can now present the
lesson objectives.

8
2. Worked Example
● The teacher will divide the class
Carnivore Scavenger Hunt. The class will be divided into groups and each group will into groups. She/He will create a
work together to find all the carnivores on their list. list of carnivores

Group 1- Ocean Explorers for each group and hide

● I have rows of sharp teeth and a fin I raise, a fearsome ocean hunter in a watery pictures or small figurines of
maze. (Shark) these carnivores around the
● I have eight tentacles and a beak so strong, I crush my prey right where I belong. classroom or schoolyard.
(Octopus)
● I'm the ocean's fastest flyer, catching fish before they can cry. (Dolphin) ● Have groups work together to
● I glide through the waves like a shadow sleek, hunting fish with lightning-fast beak. find all the carnivores on their
(Needlefish) list with the clues. Set a timer
if you wish to add a time
Group 2- Animal Detectives challenge. Then they will
paste the pictures in the
● I work with my pack, howling at the moon, chasing prey beneath the midday sun. cartolina or manila paper. This
(Wolf) activity promotes teamwork,
● I hiss and tongue-flick, tasting the air, always searching for prey with utmost care. observation skills, and
(snake)
reinforces carnivore
● My stripes and spots inspire fear and awe, stalking silently through jungle and identification.
straw. (Tiger)
● My roar can shake the earth, sending chills down spines, a warning whispered on ● Gr. 1- Carnivorous animals
invisible winds. that live in the ocean
● Gr. 2- Carnivorous Mammals
Group 3- Sky Rangers ● Gr. 3- Carnivorous Birds ● Gr.
4- Carnivorous
● My hooked talons and keen eyes see all, swooping down from a rocky wall. (Hawk) Amphibians and Reptiles
● I build high nests and soar through the skies, scavenging and cleaning without any ● Gr. 5- Carnivorous Insects
lies. (Vulture)
● I fly silently in the moonlit night, a feathered hunter with vision so bright. (Owl) ● I Then each group will post their work
dive for fish with a splash so grand, a feathered hunter from the mangrove strand. on the board. Encourage them to
(Philippine Sea Eagle) present their output. After that, the
teacher will process the activity by
Group 4- Nature Explorers asking the following questions:

9
 ● I transform from water to land, a sticky tongue and a sandy hand. (Frog) - How are you going to compare
● I bask in the sun with scales that shine, catching bugs with a tongue entwined. the carnivorous animals you
(Lizard) found during the hunt? How are
● I lurk in the water, silent and still, with jaws that snap and a powerful will. their hunting strategies or
(Crocodile) physical features similar or
● I slither and coil, long and lean, squeezing my prey until it can't be seen. (Snake) different?
- What do you think is the role of
carnivorous animals in the
ecosystem? How might their
Group 5- Mini Monsters presence or absence affect the
populations of other animals?
● With powerful jaws and swift attacks, I conquer beetles twice my size, a tiny titan - Are there threats to the
under nature's skies. (Ant) population of these animals?
● I spin a web that's light and fine, trapping flies for a delicious dine. (Spider) What do you think are the ways to
● Silent hunter in the night, I pierce soft skin with needle so light, siphoning blood for protect them?
a midnight meal. (Mosquito)
● With six legs and pincers bold, I stalk the garden, stories untold, feasting on aphids,
juicy and green. (Praying Mantis)

3. Lesson Activity
3.1. Roar-rific Lion!
Let's learn about the amazing adaptations that help lions rule the jungle! Look closely at
the Lion illustration below and match the terms on the right to the corresponding parts of
the lion's body. Explain how each part helps the lion hunt.

3.2. Carnivore Conservation Slogan. With a partner, create a memorable and impactful
slogan that promotes carnivore conservation (e.g., threats they face, importance of ● The teacher will now distribute
protection, ways to help). the worksheets to the learners.
Give them 15 minutes to finish
Day 3 the worksheet.

SUB-TOPIC 3: Omnivores
The lesson will begin with the
1. Explicitation presentation of learners to their pets.
(Prior to this, the teacher had
instructed the learners to bring a
MEET MY PET!
10
 picture of their pet or drawing of their
The learners will bring a picture of their pets. pet).

They will describe their pet and how do they

● The teacher will divide the class
take good care of it.
into four and each will rotate
through each station.
Process questions:
● Prior to this, the teacher has
1. Examine the pictures of the pets brought in by your classmates. Can you already prepared the materials
identify any features or behaviors that suggest whether the pets plant eaters or
● Station Signs: Create signs for
meat eaters? 2. What do you call the animals that eat both plants and meat?
each station, labeling them with
3. What do you think is the importance of understanding an animal's dietary needs the specific aspect of omnivores
for proper care?

11
 that will be explored (e.g., Diet,
5. If omnivores eat both plants and animals like us, are we also omnivores? Teeth, Habitat).
● Station Materials: Prepare
2. Worked Example materials and props relevant to
each station. For example:
Omnivore Investigation Station. In small groups, learners will rotate through pictures of omnivorous animals,
the interactive stations. images or samples of food items
that represent what omnivores
eat, pictures of omnivores’
Station 1: Models or pictures of omnivorous animals teeth, pictures of different
Station 2: Samples of different types of food (plant-based and animal-based) environments where omnivores
Station 3: Pictures of different types of teeth live
Station 4: Pictures of omnivorous animals' habitats
Station Set-Up:
Arrange Stations: Set up the
Procedure: different investigation stations in
1. Divide the class into small groups, and assign each group to a starting various corners of the classroom or in
station. an outdoor area. Ensure there is
2. Explain that they will spend a set amount of time at each station before enough space for groups to move
rotating to the next one. between stations.
Station Instructions: At each
station, place instructions explaining
•Station 1 (Animal Models): Observe the pictures of omnivorous animals. the purpose of the station and what
Discuss the physical features and behaviors related to their omnivorous nature. students are expected to do. Include
•Station 2 (Food Samples): Examine and categorize different types of food any materials they should examine or
samples into plant-based and animal-based. They discuss the variety in an discuss.
omnivore's diet. ● Facilitate a class discussion
•Station 3 (Teeth Examination): Examine the pictures of different animal teeth. using these suggested
Discuss how teeth adaptations relate to the types of food animals consume. questions:
•Station 4 (Habitat Exploration): Explore the different environments where - What did you notice about the
omnivores may live. diets, teeth, and habitats of
omnivores at the different
stations?
3. Set a timer for each station, allowing 10 minutes for exploration and
discussion. - How are the characteristics of
omnivores different from
4. Use a timer or signal to indicate when it's time to rotate to the next station. herbivores and carnivores?
5. After visiting all stations, each group will share their observations and
- Can you think of pets or
insights
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 animals in our community

that might be omnivores? How

might understanding their
needs help us care for them?
- Consider the habitats explored
at the Habitat Station. How
might changes in the
environment impact the
availability of food for
omnivores, and how does this
relate to broader ecological
concepts?

● The teacher will now distribute

the worksheets to the
learners. Give them 15
minutes to finish the
worksheet.
Omnivore Match-Up
● Choose animals: Select a
3. Lesson Activity variety of interesting
omnivores that are familiar to
your pupils (e.g., raccoons,
3.1. Omnivore Match-Up squirrels, bears, pigs). You can
● Look at the pictures of the yummy food items below. also include some less
common examples to spark
● Read the descriptions of the awesome omnivores on the next page.
curiosity.
● Draw lines to connect each food item to the omnivore who would most
● Food items: Pick a range of
likely eat it. options, ensuring a mix of
edible and non-edible items

13
Engagement and Higher Order Thinking: for each omnivore.
● Matchmaking format: You
● Explain reasoning: Encourage students to explain why they've made each can choose different ways to
match. This fosters critical thinking and understanding of omnivore diets and present the matching
adaptations.
challenge:
● Go beyond matching: Provide additional prompts or questions to deepen
the learning:
○ Which food items are most important for each omnivore and why? o Drawing lines: Provide a
○ How do the adaptations of an omnivore help it obtain different types worksheet with pictures of
of food? animals on one side and food
items on the other. Students
○ What challenges might an omnivore face if its food sources become draw lines to connect the
scarce? matches.
o Cut-and-paste: Create separate
● Differentiation: Offer variations to cater to different learning styles and cards for animals and food items.
abilities: Students cut them out and match
○ Provide vocabulary hints or pictures for less familiar animals or food them physically. o Interactive
items. game: Use an online platform or
create a game board where
○ Allow students to work in pairs or small groups to collaborate and students move their pieces by
discuss their choices. correctly matching omnivores
○ Challenge advanced students to research and present additional and food.
information about specific omnivores and their diet
Omnivore Debate: Friend or Foe
3.2. Omnivores Debate: Friend or a Foe?
● Meet the Omnivore!
A. Group Activity Introduce the chosen
omnivore like for example the
wild boar, showing pictures
● Team Positive Impact: Give your argument for the benefits of the
omnivore's presence in the ecosystem (e.g., seed dispersal, pest control, and sharing interesting facts
nutrient cycling). about its diet, adaptations,
● Team Negative Impact: Give your argument for the potential challenges and habitat.
caused by the omnivore (e.g., predation, habitat damage, competition with ● Divide and Conquer: Split

14
 other species). students into two teams:
Team Positive Impact and
B. Individual Activity Team Negative Impact.
Using the given theme on your group, create a graphic organizer to build their Explain their roles:
case: o Team Positive Impact:
Researches and argues for the
● Team Positive Impact: Draw a sun in the center and write down all the benefits of the omnivore's
benefits the omnivore brings to the ecosystem as rays coming out from the presence in the ecosystem (e.g.,
sun. seed dispersal, pest control,
nutrient cycling).
● Team Negative Impact: Draw a cloud in the center and write down all o Team Negative Impact:
the potential challenges caused by the omnivore as raindrops falling from Researches and argues for the
the cloud. potential challenges caused by
the omnivore (e.g., predation,
● Information Gathering: Provide both teams with information cards or habitat damage, competition
online resources about the chosen omnivore. Encourage them to use the with other species).
materials to note down:
o Specific examples of the omnivore's diet and its interactions with
other species.
o Evidence of the omnivore's positive and negative impacts on the
environment.
o Pictures or diagrams to visually represent their arguments.
● Building the Case: On their sections of the worksheet, each team creates
a graphic organizer to build their case:
o Team Positive Impact: Draw a sun in the center and write down
all the benefits the omnivore brings to the ecosystem as rays
coming out from the sun.
o Team Negative Impact: Draw a cloud in the center and write
down all the potential challenges caused by the omnivore as
raindrops falling from the cloud.
● Debate Time! Set up a classroom debate space where each team
15
 presents their arguments, showcasing their evidence and responding to
questions from the other team and the class. Encourage respectful and
persuasive communication.
● Weighing the Evidence: After the debate, facilitate a class discussion to
analyze both sides of the argument. Consider questions like:
o Was one team more convincing than the other? Why or why?
o Are there ways to manage the challenges caused by the omnivore
while still enjoying its benefits?
o How can we maintain a balanced ecosystem where different species
can coexist?
● Conclusion: Have students write a short reflection on their learnings from
the debate, considering the complex role of omnivores in the ecosystem
and their own responsibility towards environmental conservation.

D. Making Day 4
Generalizations
1. Learners’ Takeaways
● The learners will reflect on their
A. Recap Main Learning Contents: learning by answering the one
● What are the three groups of animals based on food eaten, can you provide minute paper. This will allow
an example for each? them to map what are the
● Explain the difference between herbivores, carnivores, and omnivores. How meaningful things they have
are their diets distinct from one another? learned, the questions they still
have, and anything they did not
● How does understanding the diets of different animals contribute to the understand.
overall biodiversity of an ecosystem?
● What happens when there’s an over or under abundance of one particular
herbivore, carnivore, or omnivore?
● What can we do to protect the balance in our ecosystem?

B. Flash card of animals. Teachers will show different cards of animals then
the learners will identify if its herbivore, carnivore, or omnivore.
16
 C. Animals Chart. The teacher will encourage the learners to classify the
animals according to the food they eat. Each will be given a name of an animal
then they will put it on the right chart.

D. Reflection on Learning
One Minute Paper: Using the graphic organizer, reflect on your learning by
creating a one-minute paper by answering the questions.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment ANSWER KEY:

Learning 1. B 2.
A. Multiple Choice. Read carefully the questions and choose the letter of the B 3. C
4. B 5.
correct answer.
B
6. B
1. How do herbivores obtain their food? 7. D
A. By hunting other animals C. By scavenging for leftovers 8. B

17
 B. By eating plants D. By consuming both plants and animals 9. A
10. C
2. Which of the following animals is likely to be a carnivore?
A. Cow B. Lion C. Elephant D. Rabbit

3. What is an omnivore?
A. An animal that only eats plants
B. An animal that only eats other animals
C. An animal that eats both plants and animals
D. An animal that eats dead organisms

4. Which of the following animals is an herbivore?

A. Lion B. Rabbit C. Wolf D. Owl
5. True or False: Humans are classified as herbivores. A. True B.
False

6. What is the primary food source for herbivores?

A. Other animals B. Plants C. Insects D. Both plants and
animals

7. Which of the following animals is an omnivore?

A. Koala B. Panda C. Polar Bear D. Chimpanzee

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

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

B. Venn Diagram
Make a venn diagram then compare and contrast the characteristics of
herbivores, carnivores, and omnivores.

18
 C. Short Essay.
Discuss how the loss of biodiversity in an ecosystem might be linked to changes in
the diets of its animal inhabitants. Provide examples to support your explanation.
B. Teacher’s Note observations on
Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored This section should capture In this part, you would
what strategies have been document any issues or
successfully employed challenges encountered
during the observed during the lesson. These
activities. It could include might include difficulties in
innovative teaching grasping certain concepts,
techniques, group work, or distractions, or obstacles to
the use of technology that active engagement.
improved the learning
process.

materials used Note what teaching Document any problems

materials or resources were with materials or resources
particularly effective in that hindered the learning
enhancing the learning process. For example,
experience. This could outdated textbooks,
involve textbooks, technical issues with digital
multimedia presentations, resources, or a lack of
or hands-on materials essential materials

19
 learner engagement/ Observe how well the Mention any instances
interaction students were engaged where learner engagement
with the lesson. Effective was lacking, such as
practices might include
disinterest, distractions, or
students participating
actively in discussions, difficulty in understanding
asking questions, or the subject matter.
demonstrating enthusiasm
for the topic

Others This section is for any Document any

notable positive practices miscellaneous issues or
that don't fit within the problems that don't fall
categories above. It could under the previous
include classroom categories. These could
management techniques, encompass behavioral
the use of assessment problems, communication
tools, or successful challenges, or other
communication with noteworthy concerns.
students

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

Reflection
▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
▪
students
What roles did my students play in my lesson?

20
 What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

21