Name of FS Student: JOSIRENE O.

LARIOSA
Course: BEED         Year: III
Resource Teacher:     MRS. JENELYN T. ELLAZO   School:  MSES
Date of submission: _____________________________

At the end of this learning Episode, I must be able to:

1. Explain the importance of lesson/learning plans.
2. Write lesson/leaning plans using the specified learning competencies, reflections, and effective
communication skills. 
3. Revise the lesson/learning plans based on the feedback given by the Resource Teacher.
4. Cite some problems encountered in writing lesson/learning plans.
5. Use professional reflection and learning to improve practice.

1. Preparing My Learning Plan.

Task 1: Participate and Assist

a. Fill out the basic components of a lesson plan using the template in page 76. Ask for the
specific competencies from your Resource Teacher. One that is not yet taught in the class.

                                                    Lesson Plan in Science

                                                          Grade Level IV

Learning Outcomes

 Describe the function of the stomach.

 Describe the function of the small intestine.

Communicate how the stomach and small intestine work together to make the body function properly.

 Give ways on how to take care of the stomach and small intestine.
Learning Content

Major organs of the body(Stomach and Small Intestine)

Learning Resources

Lesson 15: Stomach and Intestines, pp. 79-82

Lesson 15, Activity 1: “How is Food Digested in the Stomach?”

Powerpoint presentation, pictures, interactive instructional materials

biscuits, bread

resealable plastic bag/cellophane,

glass of water

flour or cornstarch

any small pieces of food

activity sheets

basin, old tights/stockings/socks

human torso model

Learning Procedures

·        Review: Game: (Interactive PPT) 4Pic-1 Word. Identify which body organ/part is being described
by the 4 pictures shown on the screen by clicking your answer using the mouse.  (Call one pupil to

answer each given question.) *1 & *3

Heart                 Stomach
Muscles             Brain
 -Introduce the word “junk food” using a picture and a definition

The teacher will ask the following questions:

a.      What can you see in the picture?

b.      Do you like eating those kinds of food?

c.      These foods are actually examples of junk food. What is junk food?

Show a video about a child who loves eating junk food.

b. Then using the template as your guide, prepare your instructional plan using the DepEd
Detailed Lesson Plan (DLP) Format. Page 77

 
MSE GRADE
School S Grade Level IV

SCIENCE
Teacher Learning
Area

4TH
Time and Quarter
Date

    

I.OBJECTIVES

A.              Content Demonstrate understanding of how the major internal organs,such as the
Standards brain,heart, stomach,bones and muscles keep the body healthy.

2. Performance Describe the main function of major organs.

Standards

3. Learning Describe the function of the stomach.

Competencie
 s /Objectives
 Describe the function of the small intestine.
Write the LC
code for Communicate how the stomach and small intestine work together to make the
each body function properly.

 Give ways on how to take care of the stomach and small intestine.

Major Organs of the Body (Stomach and Small Intestine)

II.CONTENT

III.LEARNING
RESOURCES

A.              References

1. Teacher’s Lesson 15: Stomach and Intestines, pp. 79-82

Guide pages

2.               Learner’s Lesson 15, Activity 1: “How is Food Digested in the Stomach?”

Materials pages

3.               Textbook
pages

4.               Additional
Materials from Powerpoint presentation, pictures, interactive instructional materials
Learning Resource
(LR) portal biscuits, bread

resealable plastic bag/cellophane,

glass of water

flour or cornstarch

any small pieces of food

activity sheets

basin, old tights/stockings/socks

human torso model

V.PROCEDURES
A.              Reviewing ·        Set the classroom norms or rules to be followed during the session:
previous lesson or a.      Wear a face mask and face shield.
presenting the new b.      Sanitize hands with 70% rubbing alcohol or wash hands with soap
lesson and water.
c.      Listen when somebody is talking.
d.      Raise your right hand when you want to answer. Do not answer in
chorus.
e.      Participate actively in class especially during group activities.
·        Review: Game: (Interactive PPT) 4Pic-1 Word. Identify which body
organ/part is being described by the 4 pictures shown on the screen by
clicking your answer using the mouse.  (Call one pupil to answer each given
question.) *1 & *3

                                                                      

Heart
                Stomach
Muscles
Brain

2. Establishing
a purpose for -Presentation of Objectives:
the lesson
   Competencies:

a.      Describe the main function of the major organs (MELC S4LT-IIa-b-
1).

b.      Communicate that the major organs work together to make the body
function properly (MELC S4LT-IIa-b-2).

   Objectives:

a.      Describe the function of the stomach.

 b.      Describe the function of the small intestine.

c.      Communicate how the stomach and small intestine work together to
make the body function properly.

d.      Give ways on how to take care of the stomach and small intestine.

-Introduce the word “junk food” using a picture and a definition. Indicator: *2
(English and EsP)

-The teacher will ask the following questions:

a.      What can you see in the picture?

b.      Do you like eating those kinds of food?

c.      These foods are actually examples of junk food. What is junk
food?

d.      What do you think will happen to our body if we eat too much
junk food?

-Show a video about a child who loves eating junk food. *1

3. Presenting
examples/ins -The teacher will ask the following questions (video processing): *2
tances of the
new lesson 1.  Who is the main character in the story?

2.  What happened to him?

3.  Why does he become fat and always feel tired?

4.  What did he do to solve his problem?

5.  Where do you think the food that we eat go?

What does our stomach do?

4. Discussing
new -The class will be divided into groups.
concepts and
practicing -Setting of standards for group activity.
new skills #1
a.      Participate in your group activity.

b.      Work silently.

c.      Assign a leader, reporter, and secretary.

d.      Wear your gloves.

e.      Clean your area after the activity.

-Introduction of the materials to be used for the activity

5. Discussing
new - The learners will perform the activity “Digested and Absorbed”:
concepts and
practicing Materials: small pieces of biscuits, resealable plastic bag/cellophane, a glass of
new skills #2 water, 2 tablespoons flour/cornstarch (gaw-gaw), any small pieces of food
available, basin, old stocking/sock.
Procedures:
1.  Put the water in a clean resealable plastic bag/cellophane.
2.  Add the broken pieces of biscuits. Add the flour or cornstarch and the small
pieces of food available.
3.  Seal or tie the opening of the plastic bag/cellophane. Shake and squeeze until
all are mixed well.
4.  Cut the marked portion of the resealable plastic bag found in its corner.
5.  Hold the stocking/sock over a basin to avoid mess. Carefully pour the mixture
into the stockings/old sock.
6.  Squeeze the stocking/sock and gently squeeze the liquid out. The liquid in the
basin represents the nutrients that the body will use.
7.  Answer the following questions. Write your answers on a manila paper.
a.  What happened to the biscuits, flour, and other food after shaking and
squeezing the resealable plastic bag/cellophane?
b.  Have you eaten your meal today?
c.  Where do you think these foods will go after you swallow them?
d.  The stomach is similar to the plastic bag in your activity. How are they
similar?
e.  What happened to the food?
f.   Where do you think the food will go after it is broken into small pieces in
the stomach?
            g. The liquid squeezed from the stocking/sock    represents the nutrients
the body absorbs and uses. From the activity, what do you think is the function of
the small intestine?
6. Developing
mastery - The group will present their output.
(Leads to
Formative
Assessment
3) - The teacher will explain the following concepts: (*1)

  Digestion – the process of breaking food into liquid form or smaller

nutrients so that it can be absorbed by the body.
   There are two types of digestion: Mechanical and Chemical digestion.
Mechanical digestion happens when the food is broken into small bits by
chewing food in the mouth and squeezing food particles in the stomach.
Chemical digestion happens when food mixes with chemicals in the saliva
in the mouth and the digestive juices and enzymes in the stomach.
 (Provide learners with small pieces of bread and use a model to elaborate
the discussion).
  Digestion starts in the mouth. Our salivary glands produce saliva to break
down food starches into sugars.
  The food goes down into the stomach. The stomach is a large organ lined
with layers of muscles. As these muscles contract and relax, food in the
stomach is squeezed, twisted and churned. Food is then mixed with
digestive enzymes and juices to change it into nutrients. The food stays in
the stomach for four hours then it goes to the small intestine.
   The small intestine is about 2.5cm wide and 7 m long coiled tube where
food is finally digested and absorbed. The nutrients from the food are  
absorbed by the small intestine then go into your bloodstream. The blood
then carries these nutrients to the different parts of the body.
   So, how does the stomach and small intestine work together? The
stomach helps the small intestine to absorb the nutrients from the food
that we eat by breaking it into pieces and turning it into liquid form.
When the nutrients are absorbed by the small intestine, it goes to the
bloodstream and is then used by the body.

7. Finding
practical -Show a video of the importance of eating a balanced diet. (*1, *2,*3)
applications
of concepts -The teacher will ask the following questions and choose one child to answer
and skills in through a name selector in PPT)
daily living
a.  What nutrients can we get from eating bread? Drinking milk? Eating fruits and
vegetables?

b. Are these nutrients important? Why?

c. Does having a balanced diet help us in this time of pandemic? How?

8. Making
generalizatio -The teacher will ask the following questions: (*1, *2,*3)
ns about the
lesson
 a.      What is digestion?

b.      Where does digestion start?

c.      What are the 2 types of digestion?

d.      In which organ do most nutrients from the food that we eat is absorbed?

e.      How does the stomach and small intestine help each other?

Let us go back to the story of Dave. Just like him, how can you take good care of
your stomach and small intestine?

9. Evaluating
Learning FACT or BLUFF: Write FACT if the statement is correct and BLUFF if it is
not.

1.  Digestion starts in the mouth.

2.  The stomach breaks food into liquid form by mixing it with digestive
enzymes and juices.
3.  Absorption of nutrients happens in the stomach.
4.  The small intestine absorbs most of the nutrients found in our food.
           5. The small intestine can still do its function even   without the help of the
stomach.

Task 2: Notice
a. Answer questions on page on page 79. 
1. What factors did you consider in writing your lesson / learning plans?
 Identify the objectives that you hope your students will achieve in the tasks that will
engage them in the learning process.Objectives tell what you will be observing in student
performance and describe criteria by which you can measure performance against. The
heart of the objective is the task that the student is expected to performIt is probably one
of the most important parts of the lesson plan because it is student centered and outcomes
based.
2. What difficulties did you meet in writing your lesson / learning plans?
 The difficulties I meet during my lesson plan is how the flow of the topic can be
consistent and the strategy of activities that relate to my content or topics.
3. What feedback was/were given by your Resource Teacher in your first draft / succeeding lesson
/learning plans?

Comments

 The chosen activities were student centered and suited to the level of the students.
 The use of pictures and videos in presenting the lesson can help the students to visualize
the features of body organs.
  the B and C plan of your plan are integrated.
 The sequence of learning activities is also commendable.

        Recommendations

be mindful of the grammar and spelling.


consider the time frame in planning your lesson particularly in the flow of discussion.

give additional activity on the learning activities part.

4. What were the best features / areas for improvement of your lesson/learning plans? 
 There are many best features that my RT comments about my learning plan.But also
there’s a need to improve, like giving more activities to the students, the grammar and the
spelling and also the format.

Task 3: Analysis
a. Answer analysis questions at page 79-81.

                                      Questions                     Answers

1. How did you arouse students’ I make a picture puzzle and they will arrange it and guess
interest? What motivational what they saw in the picture they formed.
techniques did you indicate in your
plan?

2.               How did you respond to the I must be enriched with a lot of knowledge in the subject
diverse types of learners? that he/she is dealing with.I must have concern for my
2.1 gender, needs, strengths, students and have an art of going down to the level of my
interests and experiences students to make my teaching more interesting.Ample
2.2 linguistic, cultural, socio- opportunity is to be given to the students in the learning
economic and religious process.
backgrounds
2.3 with disabilities, giftedness
and talents
2.4 in difficult circumstances
2.5 from indigenous groups

3.               What instructional strategies will I will employ different kinds of instructional strategies like
you employ in face-to-face or in a remote video presentation, quizzes, by pair activities ,written
learning delivery for this lesson?Explain assessment, etc.  . These instructional strategies allow
students  to make meaningful connections between concepts
learned in class and real-life situations.  They offer an
opportunity for students to demonstrate their knowledge and
course correct on their own when needed.
 4.               Was the language used appropriate The language I used is appropriate for the subject.I will use
to the level of the students?Explain your language that is not biased against any of the students.
answer briefly.

5.               What types and levels of questions The types and levels of questions I did are concept 
did you formulate?Are they of the higher connection, visualization,questioning and creative thinking.
order thinking skills (HOTS)?
The instructional resources I use are the different types of
6.               What instructional resources will
instructional resources like visual aids, electronic aid like
you use? Why?Cite the possible online
laptop and PowerPoint presentation.By using these
resources that you can utilize whether done
instructional materials can help my students to understand
in the classroom or in remote learning?
my topic very well.

7.               Are your modes of assessment Yes, because the modes of assessment aligned with my
aligned with your learning outcomes and learning outcomes and activities because I relate this to the
activities?Cite a specific example topic that my RT gives to me.

8.               Will your performance tasks yes, because I really think and ask for some help with my co
ensure the mastery of the learning practice teachers and to my RT.I relate my performance task
competencies?Explain briefly in my topic to ensure the learning competencies of my
students.

9.               On a scale of 1-10, How will you For me, I will rate it 7 because at first, I really don't know
rate your learning plans? Justify your how tos start my lesson plan even though I already have a
answer topic.Its maybe because of the sample learning of my RT
given I am not familiar with the format.

10.            If this lesson is not implemented I am going to do it in remote learning by giving them more
face-to-face, how are you going to do it activities about of this topic.
remotely?

Task 4: Reflect
a. Answer reflection questions at page 81.

 Why is lesson planning an integral part of the instructional cycle? 

 Lesson Planning can help the teacher to be well prepared and be aware of what he/she intends on
teaching the students. To meet your student’s expectations, one must have a good lesson plan. It
also helps to focus more on the basic knowledge first then take the students towards the next
step.Lesson planning is at the heart of being an effective teacher. It is a creative process  that
allows us to synthesize our understanding of second language acquisition and language teaching
pedagogy with our knowledge of our learners, the curriculum and the teaching context.

Task 5: Writing Action Research Prompts

a. Answer Observe, Reflect, Plan and Act at page 82.
OBSERVE
1. The problems / challenges I encountered in writing my learning / lesson plans are how the flow of
the topic can be consistent and the strategy of activities that related to my topics.

REFLECT
2.               I hope to achieve to address these problems and challenges by improving my skills to make a
lesson plan and the consistency of my content in all activities that I give to my students.

PLAN 
3.               Some strategies/solutions/means that I can employ to improve these situations / problems is to
focus  on my topic and the consistency of the lesson. The strategy begins to plan each lesson by
considering the students’ characteristics as well as the learning context.This consideration entails a deep
understanding of what I teach and what the students should be able to do and the performance will look
like when instruction has been completed.

ACT
4.               Based on my answers in nos.1-3, the possible title of my action research on this episode is
“TEACHERS PERSPECTIVES  OF EFFECTIVE LESSON PLANNING”
   To further enrich my knowledge on writing my lesson/learning plans whether in the classroom or in
remote learning ,these are some of the online resources that will help me in these activities.(include
books, websites, YouTube video and the like and share these to your peers)
 Lesson Planning and demo teaching tips for teacher applicants 2021(
https://www.youtube.com/watch?v=v V7JO51cx4 )
 How to build a great lesson plan ( https://www.classcraft.com/blog/how-to-build-a-great-lesson-
plan-with-a-template/ )

Task 6: Answer Check for Mastery at page 84. Discuss your answers briefly.
1. C - learning/lesson plan is important because it help us ensure the quality instruction
2. B - cognitive domain means identifying nouns in a sentence, give examples of nouns and draw
examples of nouns. So, differentiate noun from pronouns  is not belong in the cognitive domain
3. A - the attention getters is needed at the beginning of the class to get or arouse student’s interest
4. C - How do we take care of plants is considered high order thinking skills because high thinking
skills are thought processes that help us connect information in meaningful ways and use those
connections to solve problems
5. D - give the moral lesson of the story

Task 7: Work on Your Artifacts:

             Write the final copy of your DLP which you will use in the next Episode.       
I.OBJECTIVES

A.              Content Demonstrate understanding of how the major internal organs,such as the
Standards brain,heart, stomach,bones and muscles keep the body healthy.

3. Performance Describe the main function of major organs.

Standards

4. Learning Describe the function of the stomach.

Competencie
s /Objectives  Describe the function of the small intestine.

Write the LC Communicate how the stomach and small intestine work together to make the
code for body function properly.
each
 Give ways on how to take care of the stomach and small intestine.

Major Organs of the Body (Stomach and Small Intestine)

II.CONTENT

III.LEARNING
RESOURCES

A.              References

2. Teacher’s Lesson 15: Stomach and Intestines, pp. 79-82

Guide pages

2.               Learner’s Lesson 15, Activity 1: “How is Food Digested in the Stomach?”

Materials pages

3.               Textbook
pages

4.               Additional
Materials from Powerpoint presentation, pictures, interactive instructional materials
Learning Resource
(LR) portal biscuits, bread

resealable plastic bag/cellophane,

glass of water

flour or cornstarch
 any small pieces of food

activity sheets

basin, old tights/stockings/socks

human torso model

V.PROCEDURES

A.              Reviewing ·        Set the classroom norms or rules to be followed during the session:
previous lesson or a.      Wear a face mask and face shield.
presenting the new b.      Sanitize hands with 70% rubbing alcohol or wash hands with soap
lesson and water.
c.      Listen when somebody is talking.
d.      Raise your right hand when you want to answer. Do not answer in
chorus.
e.      Participate actively in class especially during group activities.
·        Review: Game: (Interactive PPT) 4Pic-1 Word. Identify which body
organ/part is being described by the 4 pictures shown on the screen by
clicking your answer using the mouse.  (Call one pupil to answer each given
question.) *1 & *3

                                                                      

Heart
                Stomach
Muscles
Brain

3. Establishing
a purpose for -Presentation of Objectives:
the lesson
    Competencies:

a.      Describe the main function of the major organs (MELC S4LT-IIa-b-
1).

b.      Communicate that the major organs work together to make the body
function properly (MELC S4LT-IIa-b-2).

   Objectives:

a.      Describe the function of the stomach.

b.      Describe the function of the small intestine.

c.      Communicate how the stomach and small intestine work together to
make the body function properly.

d.      Give ways on how to take care of the stomach and small intestine.

-Introduce the word “junk food” using a picture and a definition. Indicator: *2
(English and EsP)

-The teacher will ask the following questions:

a.      What can you see in the picture?

b.      Do you like eating those kinds of food?

c.      These foods are actually examples of junk food. What is junk
food?

d.      What do you think will happen to our body if we eat too much
junk food?

-Show a video about a child who loves eating junk food. *1

4. Presenting
examples/ins -The teacher will ask the following questions (video processing): *2
tances of the
 new lesson
1.  Who is the main character in the story?

2.  What happened to him?

3.  Why does he become fat and always feel tired?

4.  What did he do to solve his problem?

5.  Where do you think the food that we eat go?

What does our stomach do?

5. Discussing
new -The class will be divided into groups.
concepts and
practicing -Setting of standards for group activity.
new skills #1
a.      Participate in your group activity.

b.      Work silently.

c.      Assign a leader, reporter, and secretary.

d.      Wear your gloves.

e.      Clean your area after the activity.

-Introduction of the materials to be used for the activity

6. Discussing
new - The learners will perform the activity “Digested and Absorbed”:
concepts and
practicing Materials: small pieces of biscuits, resealable plastic bag/cellophane, a glass of
new skills #2 water, 2 tablespoons flour/cornstarch (gaw-gaw), any small pieces of food
available, basin, old stocking/sock.
Procedures:
1.  Put the water in a clean resealable plastic bag/cellophane.
2.  Add the broken pieces of biscuits. Add the flour or cornstarch and the small
pieces of food available.
3.  Seal or tie the opening of the plastic bag/cellophane. Shake and squeeze until
all are mixed well.
4.  Cut the marked portion of the resealable plastic bag found in its corner.
5.  Hold the stocking/sock over a basin to avoid mess. Carefully pour the mixture
into the stockings/old sock.
6.  Squeeze the stocking/sock and gently squeeze the liquid out. The liquid in the
basin represents the nutrients that the body will use.
7.  Answer the following questions. Write your answers on a manila paper.
a.  What happened to the biscuits, flour, and other food after shaking and
squeezing the resealable plastic bag/cellophane?
 b.  Have you eaten your meal today?
c.  Where do you think these foods will go after you swallow them?
d.  The stomach is similar to the plastic bag in your activity. How are they
similar?
e.  What happened to the food?
f.   Where do you think the food will go after it is broken into small pieces in
the stomach?
            g. The liquid squeezed from the stocking/sock    represents the nutrients
the body absorbs and uses. From the activity, what do you think is the function of
the small intestine?

7. Developing
mastery - The group will present their output.
(Leads to
Formative
Assessment
3) - The teacher will explain the following concepts: (*1)

  Digestion – the process of breaking food into liquid form or smaller

nutrients so that it can be absorbed by the body.
   There are two types of digestion: Mechanical and Chemical digestion.
Mechanical digestion happens when the food is broken into small bits by
chewing food in the mouth and squeezing food particles in the stomach.
Chemical digestion happens when food mixes with chemicals in the saliva
in the mouth and the digestive juices and enzymes in the stomach.
 (Provide learners with small pieces of bread and use a model to elaborate
the discussion).
  Digestion starts in the mouth. Our salivary glands produce saliva to break
down food starches into sugars.
  The food goes down into the stomach. The stomach is a large organ lined
with layers of muscles. As these muscles contract and relax, food in the
stomach is squeezed, twisted and churned. Food is then mixed with
digestive enzymes and juices to change it into nutrients. The food stays in
the stomach for four hours then it goes to the small intestine.
   The small intestine is about 2.5cm wide and 7 m long coiled tube where
food is finally digested and absorbed. The nutrients from the food are  
absorbed by the small intestine then go into your bloodstream. The blood
then carries these nutrients to the different parts of the body.
   So, how does the stomach and small intestine work together? The
stomach helps the small intestine to absorb the nutrients from the food
that we eat by breaking it into pieces and turning it into liquid form.
When the nutrients are absorbed by the small intestine, it goes to the
bloodstream and is then used by the body.

8. Finding
practical -Show a video of the importance of eating a balanced diet. (*1, *2,*3)
applications
of concepts -The teacher will ask the following questions and choose one child to answer
and skills in through a name selector in PPT)
daily living
 a.  What nutrients can we get from eating bread? Drinking milk? Eating fruits and
vegetables?

b. Are these nutrients important? Why?

c. Does having a balanced diet help us in this time of pandemic? How?

9. Making
generalizatio -The teacher will ask the following questions: (*1, *2,*3)
ns about the
lesson a.      What is digestion?

b.      Where does digestion start?

c.      What are the 2 types of digestion?

d.      In which organ do most nutrients from the food that we eat is absorbed?

e.      How does the stomach and small intestine help each other?

Let us go back to the story of Dave. Just like him, how can you take good care of
your stomach and small intestine?

10. Evaluating
Learning FACT or BLUFF: Write FACT if the statement is correct and BLUFF if it is
not.

1.  Digestion starts in the mouth.

2.  The stomach breaks food into liquid form by mixing it with digestive
enzymes and juices.
3.  Absorption of nutrients happens in the stomach.
4.  The small intestine absorbs most of the nutrients found in our food.
           5. The small intestine can still do its function even   without the help of the
stomach.

J. Additional activities for Draw 3 ways on how you can take good care of your stomach and
application or remediation small intestine then explain your drawing. (Provide rubrics) (*2,*3)
I will be rated along the following:
a. Quality of my observations and documentations
b. Completeness and depth of my analysis
c. Depth and clarity of my classroom observation – based reflections
d. Completeness, organization, and clarity of my portfolio and
e. Time of submission of my portfolio