MATATAG K TO 10 CURRICULUM

School: Visit DepEdResources.com for More Grade Level: 4

MATATAG
K to 10 Curriculum Name of Teacher Learning Area: SCIENCE
Weekly Lesson Log Teaching Dates and Time: Quarter: Second
SEPT. 30 – OCT. 4, 2024 (WEEK 1)
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Learners learned that animals and plants have systems that function to keep them alive.
Standards

B. Performance By the end of the Quarter, learners identify that plants and animals have systems whose function is to keep them
Standards alive.

C. Learning The learners describe in simple terms how the following human body systems work: muscular, skeletal,
Competencies digestive, circulatory, and respiratory.
and Objectives 1. Describe the main functions of the muscular system in simple terms.
2. Explain the role of the skeletal system in supporting the body's structure using straightforward language.

3. Content Human Body Systems

- Muscular system
- Skeletal system

4. Integration  Health and Wellness / Good Health and Well-being

 Indigenous Knowledge Systems and Practices

II. LEARNING RESOURCES

● Abrahams, Peter H., R M.H. McMinn, and Johannes M. Boon. McMinn and Abrahams' clinical atlas of human anatomy.
Edinburgh: Elsevier, 2019. Print.
● Drake, Richard L., Wayne Vogl, and Adam W.M. Mitchell. Gray's anatomy for students. Philadelphia: Churchill Livingstone Elsevier,
c2020. Print
● Netter, Frank H. Atlas of human anatomy. Philadelphia: Elsevier, c2019. Print
● Shen, G. (2020). Campbell Biology (edited by Lisa Urry, Michael Cain, Steven Wasserman, Peter Minorsky and Jane Reece).

1
 MATATAG K TO 10 CURRICULUM

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

2
 MATATAG K TO 10 CURRICULUM

A. Activating Prior Day 1 Guide Questions:

Knowledge 1. Short Review A. Animal Needs
Scavenger Hunt
A. Animal Needs Scavenger Hunt: Students will identify and understand the 1. What is one example of an
basic needs of animals. animal's need for food that you
observed during the scavenger
Instructions: Organize a scavenger hunt in the schoolyard or a local park.
hunt? Describe the food source
Provide students with a list of things animals need (e.g., food, water, shelter,
and the animal's interaction
air). Have them search for examples of each in the natural environment and
with it.
discuss their findings after.
2. Can you find evidence of
B. Animal Characteristics Matching Game: Students will learn to match
animals accessing water
specific animal characteristics to the animals they belong to.
sources during the scavenger
Instructions: Create a game where students match specific animal hunt? How important is water
characteristics to the animals they belong to, by using meta cards. to the survival of these
animals?
Discussion: 3. Did you come across any
● After each matching round, have a class discussion. natural shelters or hiding
● Encourage students to share their reasoning and what they've learned about places that animals might use
animal characteristics. for protection? What kinds of
animals do you think would
Variations: seek refuge in these areas?
● Introduce time limits or more complex characteristics for added challenge. 4. How do you think animals in
the environment you explored
Scoring (optional): obtain the air they need to
Keep track of correct matches for scoring, if desired. breathe? Can you see any signs
of animals using the air for
Analysis of the Activity/Connecting Link: respiration?
● Animals and plants have basic needs in order to live (i.e. food, shelter, air, 5. Were there any observations
water). Plants and animals have different parts/ body parts to carry out that surprised you during the
activities to provide these basic needs for themselves. scavenger hunt, revealing
● Our lesson this morning, will focus on the specific body parts/group of unique adaptations or
body parts of animals that perform special functions for the body. strategies that animals use to
meet their basic needs?

3
 MATATAG K TO 10 CURRICULUM

4
 MATATAG K TO 10 CURRICULUM

● We will have a separate lesson for the specific parts of plants that help B. Animals Characteristics
them carry out certain functions to help them grow, produce flowers Matching Game
and/or bear fruits. Preparation:
● Create sets of animal
characteristic cards (e.g.,
"Flies," "Lives in water,"
"Eats plants," "Has fur,"
"Small in size") and
animal picture cards.
● Set up a display area with
both sets of cards.
Game Setup:
● Place the animal
characteristic cards on one
side.
● Place the animal picture
cards on the other side.
● Ensure enough space for
students to work
comfortably.
Gameplay:
● Divide students into small
groups or pairs.
● In turns, have them match
animal characteristic cards
to the corresponding
animal picture cards.
● Encourage students to
explain their choices.

5
 MATATAG K TO 10 CURRICULUM

6
 MATATAG K TO 10 CURRICULUM

B. Establishing 1. Lesson Purpose Muscular system:

Lesson Purpose Can also present a very simple
Day 1 and 2 activity: Morning Routine
Activities
Muscular system What are the activities that you
● Begin with a short video or interactive presentation that highlights the do in the morning after waking
incredible feats of the muscular system, such as athletes performing in up? Initially, students could
sports or other professionals such as ballet dancers, runners, swimmers, make a list about 3 activities
divers. and share with seatmate).
● Prompt a class discussion by asking students to share instances when they Then ask: What helps you do
used their muscles to accomplish something impressive, like lifting a heavy those activities? Students may
answer hands, legs, feet, eyes,
object or running a long distance, or performing dance movements or
fingers, and muscles.
simple gymnastics.
● Explain that understanding the muscular system can help them improve
their physical abilities, posture, strength, and health.
● Maybe, the teacher may introduce how to make the muscular system
healthy or ways to prevent injuries or damage to the muscles (i.e., sprain, Skeletal system:
bruises, burns, contusions, etc.) Present real-life experiences
involving skeletal system (i.e.,
car/motorcycle accidents,
Day 3 and 4
collision, hit by hard objects,
sudden fall from a high place,
Skeletal system
stampede, pushing, etc.), draw
● Bring in a model skeleton or use visual aids to demonstrate the
out concept of dislocation,
significance of the skeletal system. fracture, broken bone, bruises
● Organize a "Build the Skeleton" activity where students work in groups to etc.)
assemble a life-sized paper human skeleton.
● Discuss real-world scenarios like accidents or fractures, where You can also show pictures of
knowledge of the skeletal system is vital to understanding injuries and professionals and the dangers
medical care. they might face such as car
● Introduce how to take care or the skeletal system or ways to prevent racer, ballet dancer, gymnasts,
injuries or damage to the bones. boxers, wrestlers)

7
 MATATAG K TO 10 CURRICULUM

posture (position of knees/

2. Unlocking Content Area Vocabulary knock-knees/bow-legged,
position of feet/foot when they
Day 1 and 2 walk, or position in siting
(observe slouching) or hunched
Muscular system position.
● Provide students with a list of related words such as “muscles”,
“movement”, “posture”, “strength”, “flexibility”, and “voluntary”.
● Encourage the students to find and write down simplified explanations or
synonyms for these words.

Day 3 and 4

Skeletal system
● Provide students with a list of related words such as "skeleton,"
"support," "structure," "protect," and "framework."
● Ask them to find and write simplified explanations or synonyms for these
words.

8
 MATATAG K TO 10 CURRICULUM

C. Developing and In presenting the worked

Deepening Day 1 and 2 example, the teacher may
Understanding provide pictures showing
SUB-TOPIC 1: MUSCULAR SYSTEM farming, fishing activities to the
students to augment the
1. Explicitation discussion. Other household
activities might be presented as
● Divide students into groups and provide each group with a set of cards well.
containing terms related to the muscular system, such as “muscles”,
“movement”, “posture”, "strength", "flexibility", and "voluntary."
● Ask each group to sort the cards into categories and provide
simple explanations or synonyms for each term.
● Have each group present their categorized cards and explanations to
the class.

9
 MATATAG K TO 10 CURRICULUM

2. Worked Example

● In the Philippines, we often help our families with farming and fishing.
Our muscles are like the 'engines' that power us through these tasks.
When we plant rice in the fields, our muscles help us dig and carry heavy
loads of rice. They also enable us to paddle boats when we go fishing, just
like the engine of a boat.
● Surgeons and ophthalmologists do vital operations to cure their patients.
● Muscles give us the proper posture, strength and flexibility to do these
important jobs.

3. Lesson Activity

● Show students images or diagrams of the muscular system.

● Divide the class into small groups and provide each group with a set of
labels for different muscle types (e.g., skeletal, smooth, and cardiac
muscles).
● Have each group create a poster or diagram that illustrates the functions
of these muscles using simple language and visuals. Encourage them to
explain the function of muscles such as movement, support and
protection of internal organs, generates heat, and aid blood circulation.
● Use the concept cartoon below to generate classroom discussions where
students can discuss and apply their understanding of the muscular
system in a simple and engaging way. Students need to select one
statement from the scenario and then let them explain why they chose the
said statement.

10
 MATATAG K TO 10 CURRICULUM

The photo at the center is obtained from https://www.freepik.com/free-photos-

vectors/workout-cartoon

● Ask the students to perform Activity No. 1 titled “Muscle Mania: Understanding the
Muscular System”, and let them answer the guide questions found in the
Worksheet #1 Lesson 1.
● Ask the students to perform Activity No. 2 titled “Muscle Power: A Hands-On
Exploration”, and let them answer the guide questions found in the Worksheet
#1 Lesson1.

Day 3 and 4
SUB-TOPIC 2: SKELETAL SYSTEM

1. Explicitation

● Show students a visual representation of the skeletal system, such as a model or

diagram.
● Ask students to identify and label the key parts of the skeletal system using
simple language.
● Discuss the importance of the skeletal system in everyday activities, such as
walking, running, or lifting objects / Discuss how the skeletal system is
important in supporting the muscular system to perform physical activities.

11
 MATATAG K TO 10 CURRICULUM

12
 MATATAG K TO 10 CURRICULUM

2. Worked Example
● Imagine our bones as the strong 'bamboo poles' that support the 'nippa
hut' (traditional Filipino thatched-roof hut). Just like the bamboo poles
hold up the roof, our bones create a framework that supports our body.
They help us stand, walk, and do things like climbing coconut trees to
harvest coconuts, making sure we do not fall over.

3. Lesson Activity
● Provide students with a skeletal system model or diagram.
● Organize a "Build Your Skeleton" activity using art supplies like straws,
paper, and clay. Ask students to create a simplified model of the skeletal
system.
● After constructing the models, have students present them to the class
while explaining how the skeletal system provides support and
structure to the body.
● Use the concept cartoon below to generate classroom discussions where
students can discuss and apply their understanding of the skeletal system
in a simple and engaging way. Students need to select one statement from
the scenario and then let them explain why they chose the said statement.

The photo at the center is obtained from

https://www.123rf.com/photo_59311412_syst%C3%A8me-skeletal-d-illustration-
humaine.html

13
 MATATAG K TO 10 CURRICULUM

● Encourage them to explain the functions of the skeletal system such as

supports the body, facilitates movement and protects the soft organs of the
body. The bones and cartilage provide scaffold that supports the rest of the
body. Bones facilitate movement by serving as points of attachment for the
muscles. Bones also protect internal organs from injury by covering or
surrounding them (example ribs protect the lungs and heart, bones pf
vertebral column (spine) protect the spinal cord, and skull protects the
brain).
● In addition, bone tissues act as reservoir for a number of minerals,
especially calcium and phosphorus, important for the functioning of the
body. Bones also serve as site for fact storage and blood cell production.
The bone marrow is a unique connective tissue that fills the interior of the
bones. The yellow bone marrow stores fat while the red bone marrow
produces blood cells.
● Ask the students to perform Activity No. 3 titled “Skeletal System
Spotlight”, and let them answer the guide questions found in the Work
sheet #2 Lesson 2.
● Ask the students to perform Activity No. 4 titled “Bend It, Break It:
Discovering the Role of the Skeletal System”, and let them answer the
guide questions found in the Worksheet #3 Lesson 2.

D. Making 1. Learners’ Takeaways This reflection activity not only

Generalizations reinforces the students'
Day 1 and 2 understanding but also
encourages peer learning and
Muscular System: Main Functions reflection. It allows students to
assess their knowledge and
Direction: Complete the concept map below by providing the main functions of identify areas where they may
the muscular system to the bubbles that are connected to the central bubble need more clarification.
labeled "Muscular System".

14
 MATATAG K TO 10 CURRICULUM

Day 3 and 4

Skeletal System: Supporting the Body's Structure

Direction: Complete the Venn Diagram. Compare and contrast the basic
functions of the Skeletal System and the Muscular System. Write their similarities
in the overlapping section.

15
 MATATAG K TO 10 CURRICULUM

Day 3 and 4

2. Reflection on Learning

My Body Systems Reflection: Students will reflect on their learning about

the muscular and skeletal systems, and consider their understanding in
simple terms.
Materials:
● Paper and pencils or crayons.
● A poster with the two body systems listed.

Instructions:
● Begin by reminding students of the two body systems they've learned
about – muscular and skeletal.
● Ask each student to take a piece of paper and draw or write one key
concept or function for each of the two body systems in simple terms.
Encourage them to use drawings or short phrases to make it
straightforward.
16
 MATATAG K TO 10 CURRICULUM

● Invite students to share their drawings or phrases with a partner or in

small groups.
● In their pairs or groups, students discuss their understanding of the body
systems and how they've simplified the concepts.
● Each group creates a summary poster of the two body systems. They draw
or write the most important functions for each system in simple terms.
● Hang the posters around the classroom.
● Organize a "Gallery Walk" where students visit each poster and reflect on
the key concepts presented by their peers.
● They can add comments or questions on each poster if something isn't
clear or if they have something to add.
● Have a class-wide discussion where students share what they've
learned from the Gallery Walk.
● Encourage them to discuss the similarities and differences in their
interpretations of the body systems.
● Ask students to reflect individually on what they found most interesting or
challenging about learning and simplifying the body systems.
● Conclude the reflection by emphasizing the importance of being able to
explain complex concepts in simple terms and the value of understanding
the body systems for overall health.

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

17
 MATATAG K TO 10 CURRICULUM

A. Evaluating Weeks 1 and 2 (Lessons 1 to Answer Key:

Learning 1. c) Supporting your
5) Summative Assessment body's structure and
Multiple-Choice Questions: Encircle the letter of the best answer. enabling the lifting
2. d) Supporting the body's
1. While lifting a heavy suitcase, which function of the muscular system is most structure
evident? 3. c) Break down food for
a) Breaking down food for digestion nutrients and energy
b) Regulating body temperature 4. c) Transporting oxygen and
c) Supporting your body's structure and enabling the lifting nutrients while removing waste
d) Controlling the heartbeat products

18
 MATATAG K TO 10 CURRICULUM

2. You're standing upright without collapsing under your own weight. This 5. d) Allows for the exchange of
demonstrates the role of the skeletal system in: oxygen and carbon dioxide in
a) Aiding digestion the lungs
b) Carrying oxygen to cells 6. b) Supporting the body's
c) Filtering impurities from the air structure and enabling lifting
d) Supporting the body's structure 7. c) Muscular system
8. d) Circulatory system in
3. After a hearty meal, your body begins to extract nutrients from the food. This is providing oxygen and nutrients
an example of the digestive system's function to: to muscles
a) Regulate body temperature 9. b) Break down food into
b) Pump blood to different body parts smaller molecules
c) Break down food for nutrients and energy 10. c) Exchange oxygen and
d) Control voluntary muscle movements carbon dioxide in the lungs

4. While running a marathon, your body needs a consistent supply of oxygen and
nutrients to your muscles. This relates to the circulatory system's role in:
a) Digesting food and breaking it down
b) Regulating the body's temperature
c) Transporting oxygen and nutrients while removing waste products
d) Filtering the air, you breathe

5. You take a deep breath after sprinting. This is a direct result of how the
respiratory system:
a) Regulates body temperature
b) Controls digestion
c) Filters blood
d) Allows for the exchange of oxygen and carbon dioxide in the lungs

6. Imagine a weightlifter lifting a heavy barbell. In this scenario, which function of

the muscular system is primarily at work?
a) Regulating blood circulation
b) Supporting the body's structure and enabling lifting
c) Breaking down food for digestion
d) Filtering impurities from the air

19
 MATATAG K TO 10 CURRICULUM

20
 MATATAG K TO 10 CURRICULUM

7. When you accidentally touch a hot stove and quickly pull your hand away,
which body system is responsible for this fast reaction?
a) Digestive system
b) Circulatory system
c) Muscular system
d) Respiratory system

8. You're in a race, and your heart is beating rapidly to pump oxygen to your
muscles. This exemplifies the role of the:
a) Digestive system in fueling your body
b) Respiratory system in cooling you down
c) Muscular system in maintaining balance
d) Circulatory system in providing oxygen and nutrients to muscles

9. After a big meal, you start to feel full and satisfied. This is a result of the
digestive system's function to:
a) Regulate body temperature
b) Break down food into smaller molecules
c) Provide structural support to your body
d) Filter impurities from the air you breathe

10. You take a deep breath before giving a presentation. This action is directly
related to the respiratory system's function to:
a) Regulate your body temperature
b) Support your body's structure
c) Exchange oxygen and carbon dioxide in the lungs
d) Help digest the food you ate

1. Unlocking Content Area Vocabulary

Answer Key:
Fill-in-the-Blank Questions: Write the correct word on the space provided.
1. movement
1. The main function of the muscular system is to enable .
2. framework
2. The skeletal system provides support to the body by creating a
3. nutrients
.
4. blood
3. The basic function of the digestive system is to break down food and absorb
5. lungs
.
6. strength and power

21
 MATATAG K TO 10 CURRICULUM

4. The key components of the circulatory system include the heart, blood vessels, 7. frame or structure
and . 8. energy
5. In simple terms, the respiratory system works by exchanging oxygen 9. blood
and carbon dioxide in the . 10. oxygen
6. The muscular system allows us to perform tasks like walking, running, and
lifting objects, giving our body .
7. The skeletal system's role in supporting the body is similar to how a
provides structure to a building.
8. The digestive system processes food, extracting nutrients to provide
for the body's functions.
9. The circulatory system's main components, the heart and blood vessels, are
responsible for pumping throughout the body.
10. The primary function of the respiratory system is to exchange
from inhaled air for carbon dioxide in our body.

B. Teacher’s Note observations

Remarks on any of the Effective Practices Problems Encountered
following areas:

strategies explored

materials used

learner engagement/
interaction

Others

22
 MATATAG K TO 10 CURRICULUM

C. Teacher’s Direction: Answer briefly the following questions.

Reflection
1. What principles and beliefs informed my lesson?

2. Why did I teach the lesson the way I did?

3. What roles did my students play in my lesson?

4. What did my students learn? How did they learn?

5. What could I have done differently?

6. What can I explore in the next lesson?

23