SUBJECT: SCIENCE IV MONDAY SEPTEMBER 14, 2015

KALAW 6:30 – 7:20 AM TAGAK 7:20 – 8:10 AM LORO 9:20 – 10:10 AM 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 : Teacher’s Guide pp. 100-103 Learner’s 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 , CooperationIII.Procedures:

A.Preliminary Activities: Song “ It’s Our Science Time “ Health Inspection: Spin a Wheel Weather Report: Kuya KimB. 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 1How 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 UseGold fishKoi

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 2How 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 waterFishtadpole

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 3What do animals that live in water use to move?

What you need? Basin with water, fish , crab, mussels, clams, activity sheet , hand lensWhat 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 waterFishCrabMusselClam 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 lobsterLive under water,

Covered with scalesAnd shells outside

Gills for breathingAnd fins for moving

That help them to adaptInto the water.

5.Evaluation: Performance Assesment: ( Constructing Model )

Animal PlanChoose a partner and construct an animal model that lives in water.

Use recycable materials.Rubrics for Scoring

Criteria 3 2 1

Accuracy Model constructed hascomplete and correctparts adapted to water.

Model constructed hasincomplete but correctparts adapted to water.

Model constructed hasIncomplete with fewcorrect parts adapted to water.

Resourcefulness The use of recycablematerials is very evidentin the model

The use of recycablematerials is partly evidentin the model

The use of recycablematerials is not evidentin the model

Creativity The model is exceptionallyattractive in terms of design, layout and neatness

The model is attractivein terms of design, layout and neatness

The model is acceptablyattractive 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 TUESDAY SEPTEMBER 15, 2015

KALAW 6:30 – 7:20 AM TAGAK 7:20 – 8:10 AM LORO 9:20 – 10:10 AM 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 : Teacher’s Guide pp. 100-103 Learner’s 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 , CooperationIII.Procedures:

A.Preliminary Activities: Song “ It’s Our Science Time “ Health Inspection: Spin a Wheel Weather Report: Kuya KimB. 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 1How 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 UseGold fishkoimolly

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 2How 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 waterfishtadpole

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 3What do animals that live in water use to move?

What you need? Basin with water, fish , crab, mussels, clams, activity sheet , hand lensWhat 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 waterFishCrabMusselClam 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 scalesAnd shells outside

Gills for breathingAnd fins for moving

That help them to adaptInto the water.

5.Evaluation: Performance Assesment: ( Constructing Model )

Animal PlanChoose a partner and construct an animal model that lives in water.

Use recycable materials.Rubrics for Scoring

Criteria 3 2 1

Accuracy Model constructed hascomplete and correctparts adapted to water.

Model constructed hasincomplete but correctparts adapted to water.

Model constructed hasIncomplete with fewcorrect parts adapted to water.

Resourcefulness The use of recycablematerials is very evidentin the model

The use of recycablematerials is partly evidentin the model

The use of recycablematerials is not evidentin the model

Creativity The model is exceptionallyattractive in terms of design, layout and neatness

The model is attractivein terms of design, layout and neatness

The model is acceptablyattractive 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 _______________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________