IV -

GRADES 1 to 12 School: QUINAOAYANAN ELEMENTARY SCHOOL Grade Level: GUMAMELA

DAILY LESSON LOG Teacher: MERLIZA N. ESTRADA Learning Area: SCIENCE
Teaching Dates and 2ND
Time: JANUARY 8 – 12, 2024 (WEEK 8) Quarter: QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Interpret data on the effect Choose which plant could a. Identify and examine the a. Compare the a. Distinguish the factors that
of environmental factors on grow in a particular habitat. parts of a seed characteristics of different affect seed germination and
plant growth. b. Distinguish monocot and plant seeds growth b.
dicot as to its structures. b. Compare the growth Analyze and interpret data
process of monocot seeds gathered
to a dicot seed. 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 understanding of plants have understanding of plants have understanding of plants understanding of plants have
have body parts that make body parts that make them body parts that make them have body parts that make body parts that make them
them adapt to land or adapt to land or water. adapt to land or water. them adapt to land or adapt to land or water.
water. water.
The learners should be able The learners should be able to The learners should be able to The learners should be The learners should be able to
to construct a prototype construct a prototype model construct a prototype model of able to construct a construct a prototype model of
B. Performance model of organism that has of organism that has body organism that has body parts prototype model of organism that has body parts
Standards body parts which can parts which can survive in a which can survive in a given organism that has body which can survive in a given
survive in a given given environment. environment. parts which can survive in environment.
environment. a given environment.
The learners should be able The learner should be able to The learners should be able to The learners should be The learners should be able to
to conduct investigation on choose which plants grow in a conduct investigation on the able to conduct conduct investigation on the
the specialized structures of particlar habitat. specialized structures of plants investigation on the specialized structures of plants
plants given varying S4LT-IIe-f-12 given varying environmental specialized structures of given varying environmental
environmental conditions: conditions: light, water, plants given varying conditions: light, water,
light, water, temperature, temperature, and soil type. environmental conditions: temperature, and soil type.
and soil type. S4LT-IIe-f-10 light, water, temperature, S4LT-IIe-f-10
S4LT-IIe-f-10 and soil type.
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 131-137 138-139 143-149 150-154 154-159
pages
2. Learner's Materials 123-124 124-25 126-127 128-130 131-134
pages
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 Sing a science song Ask each pupil to present drawing put a check if the plant Identify the parts of the monocot or a dicot. Write M if
previous lesson or their seed
presenting the "Jack in Jill" assignment. Allow them to tell put a check if the plant is see TG p. 150 monocot. D if dicot.
new lesson
see TG p. 131 something. aquatic and x if terrestial ( see see TG p. 155
TG p. 143)
What specialized structures do What are the three basic
Post three posters on the the parts of a Have you experienced planting
Asking questions about the board plants have? Name some seed? How about the parts
song. particular of the
B. Establishing a see TG p. 132 labelled as aquatic, terrestial plants that grow in our school plant embryo? or seen others planting?
purpose for the lesson
and aerial. surroundings/in your barangay. see TG p. 155
Ask a volunteer to identify Post a picture on the board. Original File Submitted Using the FISH BONE DIAGRAM,
It is good that you still where and Formatted by DepEd
remember Club Member - visit
depedclub.com for more
C. Presenting the different science their favorite plant grow. Ask Have you heard the fairytale When do we say that a list down factors that plants
examples/instances of processes in them story of seed or
the new lesson conducting an experiment. to explain why they prefer to Jack and the Beanstalk? seedling is a monocot or need for growth
 put dicot?
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 States the mechanics of the Activity 1 "Jack and the Beanstalk" Group Activity Group Activity
concepts and 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 Exploration Group Reporting Process Skills Group Reporting Group Reporting
concepts and practicing see TG p. 132-133 Explanation see TG p. 145/see LM p. 126 Explanation
new skills #2
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 Elaboration Give the parts of a seed and Extension. Elaboration Extension/Elaboration
applications of see TG p. 134-135 describe each. see TG p. see TG p. 153-154 see TG p. 157-158
concepts and skills in 147/see LM p. 127
daily living
H. Making How will the different Why it is important to know When do we say that a seed or What does this activity Guide the pupils in constructing
generalizations and factors the seedling is a monocot or dicot? tells us?
abstractions about the of the environment affect plant habitat? States the part of embryo and see LM p. 130 the key idea or concept learned
lesson plant growth? its 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 Construct any of these Make a journal of what you Make a journal of what Make a journal of what you
for application simple have learned for today. see TG you have learned have learned for today. see TG
or remediation experiments at home. p. 149 for today. see TG p. 154 p. 159
see TG p. 136-137
V.REMARKS

VI.REFLECTION
 A..No. of learners who ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80%
earned 80% in the 80% above ___ of Learners who earned 80% above 80% above above
evaluation above
B..No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require additional activities additional activities for additional activities for additional activities for additional activities for additional activities for remediation
for remediation who scored remediation remediation remediation remediation
below 80%
C…Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up the
have caught up with the the lesson the lesson the lesson up the lesson lesson
lesson

D..No. of learners who ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who continue to
continue to require to require remediation require remediation require remediation continue to require require remediation
remediation remediation

E..Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well:
strategies worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration well: ___ Group collaboration
Why did these work? ___ Games ___ Games ___ Games ___ Group collaboration ___ Games
___ Power Point Presentation ___ Games

F..What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor can __
help me solve?

G..What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
use/discover which I wish
to share with other
teachers?

Prepared by: Noted by:

MERLIZA N. ESTRADA NIDA V. ARIZO
Adviser Principal II