OoSchools Division of Taguig City and Pateros

District Cluster VIII

TENEMENT ELEMENTARY SCHOOL

DAILY LESSON PLAN

S. Y. 2022 - 2023
SECOND QUARTER

GRADE TEACHING
TEACHER MAIMONA A. TOTONG FOUR November 08, 2022
LEVEL DATE

LEARNING
SCIENCE QUARTER 2 DAY TUESDAY
AREA

6:00-6:50 DALTON
TIME & CHECKED
7:40-8:30 COPERNICUS JONI LORANE C. PANISIGAN
SECTION BY: Master Teacher I
11:10-12:00 FARENHEIT

OBJECTIVE SCIENCE
A. CONTENT The learners demonstrate understanding of…
STANDARD
how the major internal organs such as the brain, heart, lungs, liver, stomach,
intestines, kidneys, bones, and muscles keep the body healthy
B. PERFORMANCE The learners should be able to construct a prototype model of an organism that has
STANDARD body parts which can survive in a given environment.
C. Learning Competency Describe the main function of the major organs; (S4LTlla-b-1)
D. Learning Objectives At the end of the lesson, the pupils should be able to :
1. Describe the function of the bones and muscles (S4LTlla-b-1)
2. Recognize the importance of the bones and muscle to one’s body.
3. Practice proper care of bones and muscles
II. CONTENT BONES and MUSCLES
LEARNING RESOURCES
A. References
1. Teacher’s Guide Teachers Guide pages 73 - 79
pages
2. Learner’s Materials Science Learners Materials. page 58 – 69
pages
Science module 1 week 1 quarter 2
https://www.medicinenet.com/what_are_the_major_organs_of_the_body/article.htm
B. Other Learning Paper doll, masking tape, piece of wire, cooked chicken head and knife, illustration of the
Resource skeleton
III. PROCEDURES
A. Reviewing previous Review:
lesson or presenting the
new lesson 1. What is our body composed of?

2. Do these major organs work together?

3. Transition: Today, we will learn about the functions of two of the major body
organs.
B. Establishing a Motivation:
purpose for the lesson ⮚ Tell the pupils to follow your instructions. Say: Simon says….. (do some
movements, ask the pupils to touch their toes, arm high, bend knees, etc.)
⮚ Finally, let them pretend that they have no bones.
C. Presenting After the activity, start the lesson by asking the following questions:
examples/ instances of ⮚ What would we look like if we have no bones in our body?
the new lesson ⮚ Now, our main question is “Why do we have bones, joints and muscles?
D. Discussing new Differentiated Activities
concepts and practicing 1. Divide the class into four groups.
new skills #1 2. Introduce the activities. Let them do the following activities:
Group 1: LM Activity 1-A “What is the function of the backbone?”
Group 2: LM Activity 1-B “What is inside the skull of the chicken?”
Group 3: LM Activity III “What are the bones that protect the internal organs?”
Group 4: LM Activity II-A “How muscles, joints, and bones work together?”
3. Let each group answer all the questions in their assigned activity.
4. Guide the pupils as they perform the activity particularly on the handling of
cooked chicken head. Pupils will remove the flesh from the head. Let them cut
slowly the chicken head lengthwise. (Closely supervise pupils who are working with
knives.)
E. Discussing new ⮚ Ask a representative of a group to share their answers and results of the different
concepts and practicing activities.
new skills #2 ⮚ Ask how do you feel about the activity?

Activity I-A
1. Was the paper doll able to stand on its own? Why?
2. What role did the wire play when it was attached to the paper doll?
3. What happened when you bent the wire in different directions?
4. Can you feel the backbone of your partner?
5. What role does the backbone offer in bending?

Activity I-B
1. Describe what is inside.
2. Base on its texture, why must it be covered or protected?

Conclusion: The bones support the body and protect the internal organs.

Activity III. A. ribcage B. skull C. backbones D. pelvic bones

1. What are the bones that protect the internal organs?
2. Which set of bones protects the lungs and liver?
3. What organ is protected by the skull?
4. What is function of pelvic bones?

Activity II-A
1. How many bones are involved in the movement?
2. Are the bones connected to each other?
3. What covers these bones?
4. How do muscles help the bones to move?
5. In summary, describe how the bones, muscles, and joints work together to help you
move.
F. Developing mastery ⮚ Discuss the bones, joints, and muscles. Then ask guide questions for
(leads to Formative comprehension.
Assessment 3) ⮚ Ask the following:
1. What are the important bones in our body?
2. What is the function of skull? Ribs? Ball-and-sockets? Backbones?
3. How are bones connected?
4. What are the functions of muscles?
G. Finding practical ⮚ Group the pupils, and ask them to perform a dance step of their choice.
application of concepts ⮚ Ask: In what other activities do we make use of our bones?
and skills in daily living ⮚ Ask: How can we take care of our bones?
H. Making generalizations What is the importance of the bones, joints, and muscles working together?
 and abstractions about
the lesson
I. Evaluating learning Multiple Choice: Choose the correct answer and write it on the space provided.

1. Which of the following is not a function of the bones?

a. movement

b. support

c. protection

d. excretes

2. Which set of bones protects the lungs and heart?

a. skull

b. ribs

c. pelvic bones

d. back bones

3. It allows you to bend knees.

a. muscles

b. joints

c. femur

d. tendons

4. It protects major organs of the body.

a. brain

b. bone

c. hearts

d. muscles

5. Which of the following is not a function of the muscles?

a. lessens the impact of two or more bones

b. expands and contract to aid movement of two or more bones

c. allows our body to move

d. works with bones and joints

REMARKS
J. Additional Activities for Let the pupils demonstrate the good posture in standing, sitting, picking objects on
Application or Remediation the floor.
REFLECTION
A. No. of learners ___ of Learners who earned 80% above
who earned 80%
in the evaluation
B. No. of learners ___ of Learners who require additional activities for remediation
 who require
additional
activities for
remediation
who scored
below 80%
C. Did the remedial ___Yes ___No
lessons work? ____ of Learners who caught up the lesson
No. of learners who
have caught up with
the lesson
D. D. No. of ___ of Learners who continue to require remediation
learners who
continue to
require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked ___ Group collaboration
well? ___ Games
___ Solving Puzzles/Jigsaw
Why did this work?
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
F. What difficulties did I __ Bullying among pupils
encounter which my principal __ Pupils’ behavior/attitude
__ Colorful IMs
or supervisor can help me __ Unavailable Technology
solve? Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

G. What innovation or The lesson have successfully delivered due to:

localized materials did I ___ pupils’ eagerness to learn
___ complete/varied IMs
use/discover which I wish to ___ uncomplicated lesson
share with other teachers? ___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks