SUBJECT: SCIENCE IV

KALAW 6:30 7:20 AM

MONDAY
TAGAK 7:20 8:10 AM

LORO 9:20 10:10 AM

SEPTEMBER 14, 2015

MAYA 10:10 11:00 AM

I.Objectives: Infer that animals have different body structures that make them adapt to water.
II. A.Materials:
Venn Diagram, Meta cards, pictures of different animals, hand lens , charts, cartolina, pentel pens, Laptop, projector. Drillboard,
real objects
B. References :
Teachers Guide pp. 100-103
Learners Material pp: 98-100
Curriculum Guide :S4LT-IIc-d-5
Other References:_____________________________
C. Process Skills: Observing, Inferring, Comparing,constructing method
D.Values Integration: Caring for Animals , Cooperation
III.Procedures:
A.Preliminary Activities:
Song Its Our Science Time
Health Inspection: Spin a Wheel
Weather Report: Kuya Kim
B. Learning Task:
1.Engagement: ( Venn Diagram )
Recall what the pupils have learned about animals in the previous grade by doing the
activity below.
Place the animals in their natural environment.

Land

land
and
water

water

Where do animals live?

What are the different habitats of animals?
Why do you think animals live on the different habitats?
Today we are going to find out how animals survive in their environment particularly in water.
2.Exploration: ( Group Activities )
Before we start with our lesson , what are the standards in doing a group activity?
Group 1
How do animals survive in water?
What you need:
Large basin with water, different kinds of fish , hand lens, activity sheet
What to do:
1.Observe the fishes in the basin.
2.Observe these animals as to their body covering, body parts use for breathing and for moving using a hand lens.
3.Record your answer in the table using your activity sheet.

Kinds of Fish

Body Parts

Use

Gold fish
Koi
Molly
Guide Questions:
1.Where do fish live?
2.Why can fish survive in water?
3.What are the body structure of fish that help them live in water?
Group 2
How do animals breath in water?
What you need:
Basin with water, fish , tadpole, hand lens ,activity sheet
What to do:
1.Observe the animals in the basin .
2. Using a hand lens observe how do fish and tadpole breath in water?
3.Record your observation in the table using your activity sheet.
Name of animals

Body parts use for breathing in water

Fish
tadpole
Guide Questions:
1. Where do fish and tadpole live?
2. Why can these animals survive in water?
3. What are the body structures of these animals that help them to live in water?
Group 3
What do animals that live in water use to move?
What you need?
Basin with water, fish , crab, mussels, clams, activity sheet , hand lens
What to do:
1.Observe the animals in the basin.
2.Using ahand lens observe how do these animals move in water?
3.Record your answer in the table using the activity sheet.
Name of animals

Body parts used to move in water

Fish
Crab
Mussel
Clam
Guide Questions:
1.Where do these animlas live?
2.Why can these animals survive in water?
3.What are the body structures of these animals that help them live in water?
3.Exploration:
Group Reporting
Where did the animals that you observed live?
How would you described the body covering of the fish?
What are these for?
What other parts do these animals have?

What are their uses?

Are all these parts important?
4.Extension / Elaboration:
Game: By group
List down as many acquatic animals as you can.The group with the most numbers
of animals will be declared as winner.
Using Drillboard:
Let me see if you learned from our activity.
Answer the question: What do animals have that help them to adapt in water? Using a Teacher made jingle:
Animals in Water
( Tune: Leron Leron Sinta )
Fish , shrimp and lobster
Live under water,
Covered with scales
And shells outside
Gills for breathing
And fins for moving
That help them to adapt
Into the water.
5.Evaluation:
Performance Assesment: ( Constructing Model )
Animal Plan
Choose a partner and construct an animal model that lives in water.
Use recycable materials.
Rubrics for Scoring
Criteria
Accuracy

3
Model constructed has
complete and correct
parts adapted to water.

2
Model constructed has
incomplete but correct
parts adapted to water.

Resourcefulness

The use of recycable

materials is very evident
in the model
The model is exceptionally
attractive in terms of design, layout and
neatness

The use of recycable

materials is partly evident
in the model
The model is attractive
in terms of design, layout and
neatness

Creativity

1
Model constructed has
Incomplete with few
correct parts adapted
to water.
The use of recycable
materials is not evident
in the model
The model is acceptably
attractive in terms of design, layout
and neatness

IV.Assignment:
Make a journal of what you have learned.You may begin with the statement:
Now I know that _______________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

SUBJECT: SCIENCE IV
KALAW 6:30 7:20 AM

TUESDAY
TAGAK 7:20 8:10 AM

LORO 9:20 10:10 AM

SEPTEMBER 15, 2015

MAYA 10:10 11:00 AM

I.Objectives: Infer that animals have different body structures that make them adapt to water.
II. A.Materials:
Venn Diagram, Meta cards, pictures of different animals, hand lens , charts, cartolina, pentel pens, Laptop, projector. Drillboard,
real objects
B. References :
Teachers Guide pp. 100-103
Learners Material pp: 98-100
Curriculum Guide :S4LT-IIc-d-5
Other References:_____________________________
C. Process Skills: Observing, Inferring, Comparing,constructing method
D.Values Integration: Caring for Animals , Cooperation
III.Procedures:
A.Preliminary Activities:
Song Its Our Science Time
Health Inspection: Spin a Wheel
Weather Report: Kuya Kim
B. Learning Task:
1.Engagement: ( Venn Diagram )
Recall what the pupils have learned about animals in the previous grade by doing the
activity below.
Place the animals in their natural environment.

Land

land
and
water

water

Where do animals live?

What are the different habitats of animals?
Why do you think animals live on the different habitats?
Today we are going to find out how animals survive in their environment particularly in water.
2.Exploration: ( Group Activities )
Before we start with our lesson , what are the standards in doing a group activity?
Group 1
How do animals survive in water?
What you need:
Large basin with water, different kinds of fish , hand lens, activity sheet
What to do:
1.Observe the fishes in the basin.
2.Observe these animals as to their body covering, body parts use for breathing and for moving using a hand lens.
3.Record your answer in the table using your activity sheet.

Kinds of Fish

Body Parts

Use

Gold fish
koi
molly
Guide Questions:
1.Where do fish live?
2.Why can fish survive in water?
3.What are the body structure of fish that help them live in water?
Group 2
How do animals breath in water?
What you need:
Basin with water, fish , tadpole, hand lens ,activity sheet
What to do:
1.Observe the animals in the basin .
2. Using a hand lens observe how do fish and tadpole breath in water?
3.Record your observation in the table using your activity sheet.
Name of animals

Body parts use for breathing in water

fish
tadpole
Guide Questions:
1. Where do fish and tadpole live?
2. Why can these animals survive in water?
3. What are the body structures of these animals that help them to live in water?
Group 3
What do animals that live in water use to move?
What you need?
Basin with water, fish , crab, mussels, clams, activity sheet , hand lens
What to do:
1.Observe the animals in the basin.
2.Using ahand lens observe how do these animals move in water?
3.Record your answer in the table using the activity sheet.
Name of animals

Body parts used to move in water

Fish
Crab
Mussel
Clam
Guide Questions:
1.Where do these animlas live?
2.Why can these animals survive in water?
3.What are the body structures of these animals that help them live in water?
3.Exploration:
Group Reporting
Where did the animals that you observed live?
How would you described the body covering of the fish?
What are these for?

What other parts do these animals have?

What are their uses?
Are all these parts important?
4.Extension / Elaboration:
Game: By group
List down as many acquatic animals as you can.The group with the most numbers
of animals will be declared as winner.
Using Drillboard:
Let me see if you learned from our activity.
Answer the question: What do animals have that help them to adapt in water? Using a Teacher made jingle:
Animals in Water
( Tune: Leron Leron Sinta )
Fish , shrimp and lobster
Live under water,
Covered with scales
And shells outside
Gills for breathing
And fins for moving
That help them to adapt
Into the water.
5.Evaluation:
Performance Assesment: ( Constructing Model )
Animal Plan
Choose a partner and construct an animal model that lives in water.
Use recycable materials.
Rubrics for Scoring
Criteria
Accuracy

3
Model constructed has
complete and correct
parts adapted to water.

2
Model constructed has
incomplete but correct
parts adapted to water.

Resourcefulness

The use of recycable

materials is very evident
in the model
The model is exceptionally
attractive in terms of design, layout and
neatness

The use of recycable

materials is partly evident
in the model
The model is attractive
in terms of design, layout and
neatness

Creativity

1
Model constructed has
Incomplete with few
correct parts adapted
to water.
The use of recycable
materials is not evident
in the model
The model is acceptably
attractive in terms of design, layout
and neatness

IV.Assignment:
Make a journal of what you have learned.You may begin with the statement:
Now I know that _______________________________________________________
______________________________________________________________________________

______________________________________________________________________________